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dc.contributor.advisor Mahdavi, Jennifer, Ph.D.
dc.contributor.author Takajo, Hannah D.
dc.date.accessioned 2019-01-16T23:59:32Z
dc.date.available 2019-01-16T23:59:32Z
dc.date.issued 2018
dc.identifier.citation Takajo, Hannah. 2018. Student-Led Individual Transition Plans and the Effects on Self-Determination. School of Education, Sonoma State University. en_US
dc.identifier.uri http://hdl.handle.net/10211.3/207710
dc.description.abstract Purpose of the Study: The Individuals With Disabilities Act (IDEA) of 1997 requires that students in Special Education have an Individualized Transition Plan (ITP) included in the Individualized Education Plan (IEP) by the time they reach the age of 16 years old. This legislation included the ITP in the IEP to ensure that students with disabilities were active participants in the planning of their future lives beyond the educational system. Previous research conducted concludes that self-led IEPs can crucially factor in increasing students’ self-determination, increasing their postsecondary school success. The purpose of this study is to describe the effects of including youth with disabilities in the IEP through student-led ITP's and how this process increases self-determination. Procedure: To determine the relationship between involving the student in the ITP Planning Process through a student-led ITP and the impact on self-determination, the study used a qualitative case study approach. The study was conducted over a period of six months during the participant's spring semester of his sophomore year of high school. The study took place in 8 sessions. Findings: The participant's self-determination and confidence increased as a result of participating in the structured activities and lessons leading up to the student-led ITP. The results show that the participant’s ability to conceptualize his knowledge, ability, and perception increased with the opportunities presented both at home and in the school setting. The results indicate that the student’s ability to think critically about his future by conceptualizing a goal, and determining the appropriate steps to reach this goal, is evident through the data results. Conclusions: The results of this study show that including students throughout the transition process increases motivation, self-determination, builds autonomy, independence, and leadership skills as they develop the skills necessary to be autonomous individuals in life after high school. en_US
dc.language.iso en_US en_US
dc.publisher School of Education, Sonoma State University en_US
dc.title Student-Led Individual Transition Plans and the Effects on Self-Determination en_US
dc.type Thesis en_US
dc.contributor.sonomaauthor Takajo, Hannah D.
dc.contributor.committeeMember O’Keeffe, Suzanne, Ph.D.
dc.contributor.committeeMember Tensfeldt, Lael

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