Are We in Danger of Making the Same Mistakes with ITPs as Were Made with IEPs?

Stowitschek, Joseph J.; Kelso, Cheryl

doi:10.1177/088572888901200210

Cited by 12 publications

(6 citation statements)

References 28 publications

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“…101-476) pushes educators to plan for students' post-high-school life, but if changes are not made, educators are in danger of making the same mistakes with transition planning as those being made with individualized education planning (Stowitschek & Kelso, 1989). That is, transition planning will become just like teacher-directed Individualized Education Programs (lEPs)-an administrative paper shuffle that has little impact on actual instructional practices (Smith, 1990).…”

Section: Transition Prom School T O Adult Litomentioning

confidence: 99%

ChoiceMaker: A Comprehensive Self-Determination Transition Program

Martin

Marshall

1995

Intervention in School and Clinic

119

109

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Section: Transition Prom School T O Adult Litomentioning

confidence: 99%

ChoiceMaker: A Comprehensive Self-Determination Transition Program

Martin

Marshall

1995

Intervention in School and Clinic

119

109

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“…Stowitschek and Kelso (1989) concluded that "of the few studies reported, IEPs are apparently not meeting initial expectations in the guidance of instructional efforts' 7 (p. 139). They noted that assessment seems to have only a negligible in-fluence on decision making (Welton, 1981;Ysseldyke, Algozzine, & Mitchell, 1982) and that IEP decisions may have only a minimal impact on instructional practices (Carrell, Kayser, Mason, & Haring, 1987).…”

mentioning

confidence: 99%

“…In their review of IEP studies, Stowitschek and Kelso (1989) also identified four areas of concern: (a) relevance and quality of IEP goals and objectives, (b) teacher and school accountability, (c) feasibility (referring to a lack of standardization), and (d) teacher preparedness to integrate IEP goals with instructional activities. According to these researchers, ".. .…”

mentioning

confidence: 99%

High School Students Rate Their IEPs

Lovitt

Cushing²,

Stump

1994

Intervention in School and Clinic

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“…There is increasing concern that transition planning will become an administrative activity designed only to fulfill minimal compliance with the law rather than reflect the preferences and needs of students (Grigal, Test, Beattie, & Wood, 1997;Smith, 1990;Stowitschek & Kelso, 1989). National studies of transition sections of IEPs reveal that the statements of needed transition services typically were not individualized to a given student's preferences, interests, and needs; that the desired postschool outcomes seldom reflected exemplary practices; that students routinely did not attend their IEP meetings; and that interagency involvement often was lacking (deFur, Gretzel, & Kregel, 1994;Lawson & Everson, 1993).…”

Section: Individualized Planning Methodsmentioning

confidence: 99%

Using Successful Models of Student-Centered Transition Planning and Services for Adolescents with Disabilities

Morningstar¹,

Kleinhammer-Tramill²,

Lattin³

2017

Exceptional

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In its most basic context the term transition means change, or "a passing from one condition or place to another" (Webster's New World Dictionary, p. 635). Transitions from one life stage to another occur throughout one's life and are characterized as times of stress, conflict, redefinition, and sometimes dysfunction (Carter & McGoldrick, 1980; Clark & Kolstoe, 1995, Turnbull, Summers, & Brotherson, 1986). In special education, transition is used to describe a systematic passage from school to adult life for students with disabilities. In this sense, transition is seen as a bridge between the security of school and home and the risks and opportunities of adult life (Will, 1984). All adolescents experience the stresses and adjustments related to this transition. Those with disabilities, however, often experience more significant difficulties (Peraino, 1993). One common denominator among adolescents with disabilities making the tr:ansition from school to adult life is that they could be considered to have complex support needs, especially in finding and sustaining employment, living independently, and attaining postsecondary education and training. In fact, a unique aspect of school-based transition planning and services is the movement away from traditional categorical approaches in providing special education and making the transition from school to adult life. Secondary special education professionals no longer have to categorize services by the type or nature of the disabilities but, instead, can focus on the student's desired postschool outcomes, take into account the student's strengths and interests, and develop transition plans that meet these unique support needs. This article will trace the history of transition programs for adolescents with disabilities and the role that transition plays within current reform efforts. Information regarding current best practices will be discussed. Finally, we will provide strategies for infusing state-of-art practices within school programs. The authors are affiliated with the University of Kansas.

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Are We in Danger of Making the Same Mistakes with ITPs as Were Made with IEPs?

Cited by 12 publications

References 28 publications

ChoiceMaker: A Comprehensive Self-Determination Transition Program

ChoiceMaker: A Comprehensive Self-Determination Transition Program

High School Students Rate Their IEPs

Using Successful Models of Student-Centered Transition Planning and Services for Adolescents with Disabilities

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