Resources

Barrio, B. L. (2022). Culturally responsive individualized education programs: Building transition bridges between families and schools. Intervention in School and Clinic, 58(2), 92–99. doi:10.1177/10534512211051071

Blustein, C. L., Carter, E. W., & McMillan, E. D. (2016). The voices of parents: Post–high school expectations, priorities, and concerns for children with intellectual and developmental disabilities. The Journal of Special Education, 50(3), 164–177. doi:10.1177/0022466916641381

Carter, E. W., Lane, K. L., Pierson, M. R., & Stang, K. K. (2008). Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75(1), 55–70. doi:10.1177/001440290807500103

Collier, M. L., Griffin, M. M., & Wei, Y. (2014). Facilitating student involvement in transition assessment: A pilot study of the Student Transition Questionnaire. Career Development and Transition for Exceptional Individuals, 39(3), 175–184. doi:10.1177/2165143414556746

Council for Exceptional Children and CEEDAR Center. (2024). High-leverage practices for students with disabilities: Revised and updated (2nd ed.). https://ceedar.education.ufl.edu/wp-content/uploads/2024/03/High-Leverage-Practices-for-Students-with-Disabilties-updated.pdf

Hawbaker, B. W. (2007). Student-led IEP meetings: Planning and implementation strategies. TEACHING Exceptional Children Plus, 3(5). https://files.eric.ed.gov/fulltext/EJ967458.pdf

I’m Determined. (n.d.). Understand the elements of I’m Determined. https://imdetermined.org/tool/elements-of-im-determined/

Johnson, D. R., Thurlow, M. L., Wu, Y.-C., LaVelle, J. M., & Davenport, E. C. (2020). IEP/transition planning participation among students with the most significant cognitive disabilities: Findings from NLTS 2012. Career Development and Transition for Exceptional Individuals, 43(4), 226–239. doi:10.1177/2165143420952050

Johnson, D. R., Thurlow, M. L., Wu, Y-C., Qian, X., Davenport, E., & Matthais, C. (2022). Youth and parent participation in transition planning in the USA: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012). Journal of International Special Needs Education, 25(2), 61-73. doi:10.9782/JISNE-D-21-00009

Martin, J. D., Martin, J. E., & Osmani, K. J. (2014). Teaching students to attain annual transition goals using the Take Action goal attainment lessons. Career Development and Transition for Exceptional Individuals, 37(2), 72–83. doi:10.1177/2165143413476544

Martin, J. E., & Williams-Diehm, K. (2013). Student engagement and leadership of the transition planning process. Career Development and Transition for Exceptional Individuals, 36(1), 43–50. doi:10.1177/2165143413476545

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. doi:10.1177/2165143420959793

Montoya, C., Yllades, V., & Gilson, C. (2022). Experiences of Latinx immigrant parents of children with developmental disabilities in the IEP process. Education and Training in Autism and Developmental Disabilities, 57(4), 404–416. doi:10.1177/215416472205700405

National Technical Assistance Center on Transition (n.d.). Pre-Employment Transition Services. https://transitionta.org/topics/pre-ets/

OCALI (n.d.) What is AATA? https://www.ocali.org/project/tg_aata/page/what_is_aata

Pierson, M. R., Carter, E. W., Lane, K. L., & Glaeser, B. C. (2008). Factors influencing the self- determination of transition-age youth with high-incidence disabilities. Career Development for Exceptional Individuals, 31(2), 115–125. doi:10.1177/0885728808317659

Royer, D. J. (2017). My IEP: A student-directed individualized education program model. Exceptionality, 25(4), 235–252. doi:10.1080/09362835.2016.1216850

Sanderson, K. A., & Goldman, S. E. (2020). A systematic review and meta-analysis of interventions used to increase adolescent IEP meeting participation. Career Development and Transition for Exceptional Individuals, 43(3), 157-168. doi:10.1177/2165143420922552

Sanderson, K. A., & Goldman, S. E. (2022). Understanding the characteristics and predictors of student involvement in IEP meetings. The Journal of Special Education, 56(1), 3-13.

Shogren, K. A., Little, T. D., & Wehmeyer, M. L. (2017). Human agentic theories and the development of self-determination. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. J. Lopez (Eds.), Development of self-determination through the life-course (pp. 17–26). Springer. doi:10.1007/978-94-024-1042-6_2

Shogren, K. A., Wehmeyerm M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256–267.

Sinclair, J., Gilson, C. B., & Dulas, H. (2023). “I’m Going to Be a Working Person”: Self-determination in employment settings for adults with intellectual and developmental disabilities. Career Development and Transition for Exceptional Individuals, 21651434231186136.

Swedeen, B. L., Carter, E. W., & Molfenter, N. (2010). Getting everyone involved: Identifying transition opportunities for youth with severe disabilities. TEACHING Exceptional Children, 43(2), 38–49.

Szidon, K., Ruppar, A., & Smith, L. (2015). Five steps for developing effective transition plans for high school students with autism spectrum disorder. TEACHING Exceptional Children, 47(3), 147–152.

Test, D. W., Fowler, C., & Kohler, P. (2010, rev. 2013, 2016). Evidence-based practices and predictors in secondary transition: What we know and what we still need to know. https://transitionta.org/wp-content/uploads/docs/EBPP_Exec_Summary_2016_12-13.pdf 

Trainor, A. A., Carter, E. W., Karpur, A., Martin, J. E., Mazzotti, V. L., Morningstar, M. E., Newman, L., & Rojewski, J. W. (2020). A framework for research in transition: Identifying important areas and intersections for future study. Career Development and Transition for Exceptional Individuals, 43(1), 5-17.

Trainor, A. A., Morningstar, M., Murray, A., & Kim, H. (2013). Social capital during the postsecondary transition for young adults with high incidence disabilities. The Prevention Researcher, 20(2), 7–10.

Van Reusen A. K., Bos C. S., Schumaker J. B., Deshler D. D. (1994). The self-advocacy strategy for education and transition planning. Edge Enterprises.

Wehmeyer, M. L., & Field, S. L. (2007). Self-determination: Instructional and assessment strategies. Corwin Press.

Wehman, P. (2020). Essentials of transition planning (2nd ed). Brookes.

This book explains the basics of transition planning and features examples, case studies, supplementary information, and additional tools to help educators prepare young people for successful adulthood.

Allred, B., Roberts, C. A., Saliba, E., & Fair, N. (2025). A person-centered planning framework for goal setting and inclusive instructional planning. Inclusive Practices, 5(2), 35–44. doi:10.1177/27324745251348904

This article presents a six-step framework for goal setting and instructional planning that places students’ strengths and interests at the center of the process.

Covington, K., & Rowlett, L. (2021). The why, the who, the how… A guide to planning effective, collaborative, person-centered transition services for students with disabilities. Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 8(2). doi:10.61611/2995-5904.1036

This article provides a checklist with linked resources to help transition teams navigate the planning process using evidence-based practices to address students’ needs.

Council for Exceptional Children and CEEDAR Center. (2024). High-leverage practices for students with disabilities: Revised and updated (2nd ed.).

This resource outlines the four HLP domains and their corresponding essential and embedded practices. These explorations include brief descriptions, usage examples, and research studies to support implementation.

NTACT:C. (2023). Tools and resources.

This document offers a compiled list of assessment tools and materials related to transition and self-determination.

Progress Center. (n.d.). Student led IEPs.

This video explains and highlights the benefits of student-led IEPs and identifies resources that students can use to prepare for and engage in IEP meetings.

Transition Tennessee. (n.d.) Instruction in self-advocacy.

This course includes instruction on topics such as assertiveness, mentorship, disability disclosure, self-assessments, community resource mapping, and one-page profiles. Please note this resource requires the user to create a free account to access.

I’m Determined

The I’m Determined website offers a variety of tools designed to support the implementation of student-led IEP meetings.

National Technical Assistance Center on Transition (NTACT:C)

NTACT:C provides resources developed by youth with disabilities to maximize student engagement in the transition planning process. Please note this resource requires the user to create a free account to access.

Zarrow Center for Learning Enrichment

The Zarrow Center provides access to numerous free curriculum resources to teach students the knowledge and skills needed to participate in the IEP and transition planning processes.