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The effects of compliance with the I...

Polychronis, Shamby C.

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The effects of compliance with the Individuals with Disabilities Education Act and implementation of recommended transition practices on quality-of-life outcomes for students with intellectual disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of compliance with the Individuals with Disabilities Education Act and implementation of recommended transition practices on quality-of-life outcomes for students with intellectual disabilities./
作者:	Polychronis, Shamby C.
面頁冊數:	75 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0899.
Contained By:	Dissertation Abstracts International67-03A.
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3210054
ISBN:	9780542588495

The effects of compliance with the Individuals with Disabilities Education Act and implementation of recommended transition practices on quality-of-life outcomes for students with intellectual disabilities.
Polychronis, Shamby C.

The effects of compliance with the Individuals with Disabilities Education Act and implementation of recommended transition practices on quality-of-life outcomes for students with intellectual disabilities. - 75 p.

Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0899.

Thesis (Ph.D.)--The University of Utah, 2006.

The purpose of this study was to determine the extent to which local education agencies (LEAs) comply with the transition requirements set forth by the Individuals with Disabilities Education Act (IDEA) and implement research-based practices. The study also examined the connection between these issues and their effects on students' overall quality of life after graduation. Recent graduates of Utah transition programs were interviewed regarding how they perceived the quality of their lives after exiting the school. In addition, three of the most recent individual education plans (IEPs) were reviewed for each student to find evidence of the LEAs' compliance with transition requirements and implementation of research-based practices.

ISBN: 9780542588495Subjects--Topical Terms:

606639
Education, Special.

The effects of compliance with the Individuals with Disabilities Education Act and implementation of recommended transition practices on quality-of-life outcomes for students with intellectual disabilities.
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245 1 4 $a The effects of compliance with the Individuals with Disabilities Education Act and implementation of recommended transition practices on quality-of-life outcomes for students with intellectual disabilities.
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500 $a Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0899.
500 $a Adviser: John J. McDonnell.
502 $a Thesis (Ph.D.)--The University of Utah, 2006.
520 $a The purpose of this study was to determine the extent to which local education agencies (LEAs) comply with the transition requirements set forth by the Individuals with Disabilities Education Act (IDEA) and implement research-based practices. The study also examined the connection between these issues and their effects on students' overall quality of life after graduation. Recent graduates of Utah transition programs were interviewed regarding how they perceived the quality of their lives after exiting the school. In addition, three of the most recent individual education plans (IEPs) were reviewed for each student to find evidence of the LEAs' compliance with transition requirements and implementation of research-based practices.
520 $a All 40 school districts in Utah were asked to participate in the study. Ten of the districts agreed to participate, 4 refused, 7 reported that they did not have students who fit the study criteria, and 19 did not respond to calls and e-mails. Districts willing to participate identified 183 students who met the study criteria. From this pool, 32 adults with disabilities agreed to participate in this study.
520 $a The results of this study offer additional evidence about the importance of the transition process in securing positive long-term outcomes for students with disabilities after graduation. Results of this study indicate that compliance with IDEA and implementation of research-based transition practices showed significant correlation to perceived postschool quality of life for the participants. Although IDEA requires transition planning focused on postschool activities (e.g., employment, recreation, postsecondary education, self-determination, community living and participation, and research-based practices), there was not much evidence that LEAs are complying with the intent of this requirement. Furthermore, a number of research-based practices have been identified that are predictive of improved postschool outcomes for students, but most students in this study were not provided educational programs that were consistent with these recommendations.
520 $a Recommendations for change at the local, state, and federal levels are offered. In addition, future research directions in this area are discussed.
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