Both the Individuals with Disabilities Act Amendments (P.L. 105-17) and the Rehabilitation Act Amendments of 1992 (P.L. 102-596) emphasize that students with disabilities should be actively involved in planning their transition from school to work and directing their own careers. As part of Virginia's State Transition Systems Change Project (Project Unite) data were collected to monitor trends in the transition planning process by reviewing key elements in the development and implementation of students' IEPs.
 

Student Characteristics

Getzel and de Fur (1997) conducted an analysis of transition plans students with disabilities across 24 school divisions. The sample was drawn from a data set of 2,364 students representing 24 school divisions across the state of Virginia. Eighty-four Virginia public school students, ages 14 - 21, with significant disabilities, comprised the sample. Students were from rural and metropolitan school divisions. The sample included students with autism, multiple disabilities, and severe and profound disabilities. Ethnic backgrounds for the sample participants included Caucasians 73%, African American 26%, and Hispanic, 1%. These demographics parallel the ethnic demographics in general public education in the state (Virginia Department of Education, 1995).
 
 

Participation in IEP Meetings

IDEA requires that students be invited to participate in their IEP meeting when transition services will be discussed. Participants at IEP meetings where divided into three primary groups:
 

•  Consumers: Students & Parents/Guardians
• School Representatives
• Community Representatives

Participation rates of these groups were determined by whether:
 

• a) they attended the IEP meeting and participated during the discussion of transitions planning,

• b) were involved in the planning process (not at the meeting but involved in on other discussions concerning IEP and,

• c) were contacted or notified about the IEP meeting and invited to attend. Thirty-five percent of the students were present at their IEP meeting when transition planning was taking place. Fifteen percent of the students were involved in the IEP planning, but did not attend the meeting. A fifth of the students were contacted about their meeting and the remaining thirty- percent had no participation in the process.

An analysis was conducted of the recommended adult services identified in the transition planning process. Employment was more often identified as a students' primary post school goal than post-secondary education or training. However little more than a third of the plans identified competitive employment options as the student's transition goal. These included full- time (12%), part-time (5%), and supported employment (21%). The most frequently identified post-school employment outcome was placement in a sheltered workshop (32%).

In-School Services

School personnel were asked to identify the in-school services students would receive as part of their IEP. The vocational preparation for a majority of these students (64%) focused on special vocational education. Participation in regular vocational education or community-based work experience programs was limited. Ten percent of the students' IEP recommended regular vocational education and 26% identified community-based work experience programs as an outcome.

This article describes the results of a study monitoring the trends in the transition planning process for students with significant disabilities. The results indicate that for a majority of students with significant disabilities, there is a need for greater participation in the planning of their future, increased opportunities to access employment before exiting school, and access employment before exiting school, and access to range of services to provide support in the community.

 
For Additional Information Contact:
 
RRTC Research Department
Rehabilitation Research and Training Center
Virginia Commonwealth University
VCU Box 842011
Richmond, VA 23284-2011

Voice: 804-828-1851
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E-mail: jkregel@vcu.edu
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