Mandates and Effective Transition Planning Practices Reflected in IEPs

By Kristin Powers, Eleanor Gil-Kashiwabara, S. Geenen, L. Powers, Julie Balandran, C. Palmer. 2005

185 citations recorded by the source corpus.

How researchers see this paper

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Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities (2008, methodology): “…addressing the postsecondary transition needs of adolescents with disabilities have been difficult to identify (Greene, 2003; Kohler, 1993), a number of practices have been supported by both theoretical and philosophical rationales as well as some empirical evidence (Powers et al., 2005).”
The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning (2010, background): “Participants’ comments regarding the quality of goals suggest vague and immeasurable transition goals, a circumstance that may render transition plans ineffective (Powers et al., 2005).”
The Impact of the IDEA 2004 on Transition to College for Students with Learning Disabilities (2006, background): “Powers et al. (2005) commented that this change is warranted given existing data that found most action steps in a set of examined transition plans were minimally related to transition goals.”
Summer Employment and Community Experiences of Transition-Age Youth with Severe Disabilities (2010, background): “Indeed, considerable instructional and curricular attention appears to be focused on this transition domain during the school year (Powers et al., 2005; Wagner, Cadwallader, et al., 2003).”