A 3-Year Study of Middle, Junior High, and High School IEP Meetings

Self-Determination and Student Transition Planning Knowledge and Skills: Predicting Involvement

“…A high percentage of the sample (almost 90% for whom such data were available) had attended their prior IEP meeting, but a smaller percentage of students (63% for whom such data were available) knew their transition goals, and only 61% (for whom such data were available) both had attended their last meeting and knew their transition goals; therefore, one must question the degree to which students are active participants. Martin and colleagues (Martin et al, 2004;Martin et al, 2006) have shown that, in most cases, students' roles in IEP meetings are relatively passive. There were expected differences between students on relative self-determination and transition knowledge scores on the multivariate analysis of variance testing group differences, with students with mental retardation scoring in the least adaptive direction on both measures.…”

“…Active student involvement in transition planning is, by now, accepted as best practice in transition and as a means to promote self-determination (Test et al, 2004). Several programs to promote active student involvement now exist (Halpern et al, 1997;Martin, Marshall, Maxson, & Jerman, 1996;Wehmeyer et al, 2004), and there is now an emerging empirical database that confirms the efficacy of these programs (Allen, Smith, Test, Flowers, & Wood, 2001;Cross, Cooke, Wood, & Test, 1999;Wehmeyer & Lawrence, 1995, in press;Zhang, 2001) and examines factors contributing to active student involvement (Martin, Marshall, & Sale, 2004;Martin et al, 2006).…”

The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders

“…Students' interests and preferences were to shape transition decisions, and their post-high school aspirations were to guide their high school course of study and transition services (Grigal, Test, Beattie, & Wood, 1997;Martin, Marshall, & Bale, 2004). The 2004 reauthorization of IDEA further refined the process for developing a transition plan and mandated that a student be invited to any IEP meeting that includes "consideration of postsecondary goals" (U.S. Department of Education, 2007).…”

Social-Psychological Support Personnel: Attitudes and Perceptions of Teamwork Supporting Children With Disabilities

“…Although less than ideal, this result appears consistent with the literature on parent involvement on planning teams. Indeed, this literature suggests that, despite federal mandates and professional standards mandating family involvement, families are not yet fully embedded in the process (Drasgow, Yell, & Robinson, 2001;Fialka, 2004;Garriott, Wandry, & Snyder, 2000;Huefher, 2000;Lynch & Beare, 1990;Martin et al, 2004;Pruitt, Wandry, & Hollums, 1998;Rock, 2000;Smith, 1990;Vaughn, Bos, Harrell, & Lasky, 1988). Challenges that have been noted in this literature include failure to include parents as equal partners in team decisions, lack of appropriate goals and objectives (related to lack of parent involvement), insensitivity to family needs, and family dissatisfaction with the process.…”

“…Martin, Marshall, and Sale (2004) suggested that when related services personnel participate in IEP meetings, team members talked more about student interests and better understood the reason for the meeting. In short, the perceptions of, attitudes toward, and opportunity for teamwork by teachers and related services personnel can greatly influence the extent to which children with disabilities are successfully included in general education classrooms.…”