Compliance and Practices in Transition Planning: A Review of Individualized Education Program Documents Academic Article

abstract

• This study examined the extent to which transition components of students Individualized Education Programs (IEPs) were compliant with IDEIA 2004; the extent to which transition components provided evidence of best practices; the association among disability, ethnicity, compliance, and practices; and the relationship between compliance and best practices. The sample included African American, European American, and Hispanic students with developmental, emotional, and learning disabilities. Low levels of full compliance were found in these IEPs. Approximately half of the substantiated transition practices were found in the IEPs. Disability and ethnicity were associated with the probability of an IEP being compliant and/or having evidence of best practices. A statistically significant positive correlation was found between compliance and practices.

authors

• Zhang, Dalun

published proceedings

• REMEDIAL AND SPECIAL EDUCATION

altmetric score

• 1

author list (cited authors)

• Landmark, L. J., & Zhang, D.

citation count

• 41

complete list of authors

• Landmark, Leena Jo||Zhang, Dalun

publication date

• March 2013

publisher

• SAGE Publications  Publisher

published in

• Remedial and Special Education  Journal

keywords

• Compliance
• Disability
• Individualized Education Programs
• Transition
• Transition Practices

Digital Object Identifier (DOI)

• 10.1177/0741932511431831

start page

• 113

end page

• 125

volume

• 34

issue

• 2

URL

• http%3A%2F%2Fdx.doi.org%2F10.1177%2F0741932511431831

user-defined tag

• 4 Quality Education