Affiliation:
1. Iowa State University, Ames, IA, USA
Abstract
A transition-aged youth with an individualized education program (IEP) has the right to a free, appropriate public education that includes postsecondary transition planning and services. Because students with emotional-behavioral disorders (EBD) experience adverse outcomes during and after high school, they may benefit from a transition-focused IEP. With the support of multiple practitioners, these students can be more involved in their education program. This article demonstrates how to use transition tasks to promote a student with EBD’s involvement in their IEP in four areas: assessment tasks, evaluation tasks, IEP meeting preparation, and IEP meeting participation.
Funder
College of Human Sciences at Iowa State University
Subject
Clinical Psychology,Developmental and Educational Psychology,Education
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