Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process

Abstract

This study examined the effectiveness of a new school to adult life transition planning lesson package titled Student-Directed Transition Planning. The Student-Directed Transition Planning lessons teach transition terms and concepts to provide a means to increase self-determination skills and student participation in transition IEP (Individualized Education Program) meeting discussions. An experimental pre—post design utilizing random assignment of secondary-aged students with IEPs determined differences between intervention and control groups in knowledge of transition terms and concepts, and self-efficacy perceptions of the transition planning process. Study results indicated that students receiving Student-Directed Transition Planning instruction experienced a statistically significant knowledge gain, and an increase in perceived self-efficacy in 7 out of 10 transition planning process indicators.