Individualized Education Program/Transition Planning Participation and Future Goal Aspirations of Students With Intellectual and Developmental Disabilities

• In Event: Transitioning to Adulthood: Socialization, Employment, and Postsecondary Education

Abstract

The purpose of this study was to use data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore predictors influencing the participation of students with intellectual and developmental disabilities (IDD) and their parents in IEP/transition planning meetings and in setting future goals for postsecondary education, employment, independent living and economic self-sufficiency. This study compared differences in students with IDD to students from other Individuals with Disabilities Education Act (IDEA) disability categories. Results showed significant differences between students with IDD and their parents on future goal aspirations. Findings disclose that students with IDD who more actively participated in meetings were more likely to set higher post school goals overall. Implications for policy, practice and future research will be discussed.

Authors

• David R. Johnson, University of Minnesota

• Martha L. Thurlow, University of Minnesota

• Yi-Chen Wu, National Center on Educational Outcomes