Individualized Education Program Quality for Transition Age Students with Autism.

Autor: Findley JA; Department of Educational, School, and Counseling Psychology, University of Kentucky, Dickey Hall 237, Lexington, KY 40508, United States of America., Ruble LA; Department of Special Education, Ball State University, Teachers College 705, Muncie, IN 47306, United States of America., McGrew JH; Department of Psychology, Indiana University-Purdue University Indianapolis, 402 N. Blackford St., LD 124, Indianapolis, IN 46202-3275, United States of America.
Jazyk: angličtina
Zdroj: Research in autism spectrum disorders [Res Autism Spectr Disord] 2022 Mar; Vol. 91. Date of Electronic Publication: 2021 Dec 23.
DOI: 10.1016/j.rasd.2021.101900
Abstrakt: Background: Students with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school.
Method: IEPs for 20 students with autism (M age = 18.2 years; SD = 1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations.
Results: IEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals.
Conclusions: IEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school.
Competing Interests: Conflict of Interest: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Databáze: MEDLINE
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