Date of Award
Doctor of Education
Special Education and Literacy Studies
Dr. Paula Kohler
This study investigated whether the Transition Outcomes Project used in Michigan resulted in improved compliance with the transition components required by the Individuals with Disabilities Education Act of 1997 (IDEA 1997) and interviewed staff who have implemented this model to identify their perceptions ofhow it affected the transition planning process for students with disabilities. The study used qualitative and quantitative measures. The quantitative measures studied the effectiveness of the model, while the qualitative measures investigated the perceptions of the school personnel who implemented the model in their district.
Findings showed that the Michigan Transition Outcomes Project is an effective model for improving compliance with IDEA transition components. The key contact personnel interviewed reported that the model had three major positive effects: greater understanding of IDEA's transition requirements, enhancementof students' participation in the planning process, and improved interagency and interdisciplinary collaboration. Outcomes consisted of better focusedtransition meetings, improved perceptions concerning the ability of students with disabilities, more parent participation at meetings, and improved compliance. Results also showed that "best practices" in transition were implemented, including formal and informal assessments, life skills instruction, and staff training ontransition components.
The results of this study extend the research on how to improve compliance with the IDEA transition components, and provide valuable information about theperceptions of the participants who used the model.
Finn, Jane E., "The Effects of the Michigan Transition Outcomes Project" (2005). Dissertations. 1030.