Individualized Education Program Goals,Accommodations,and Services for Autistic High School Students Planning to Graduate With a Traditional Diploma

Abstract

Autistic youth often face challenges with transitioning to adulthood. Although autistic students working toward a traditional diploma likely have unique educational and transition needs, little is known about special education services offered to this population. In this descriptive study, we used content analysis to analyze Individualized Education Programs (IEPs) of 48 traditional diploma-seeking autistic high school students from 11 states across geographic regions in the United States, focusing on annual goals, accommodations, and related services. Individualized Education Programs commonly included social, emotional, and behavioral and executive functioning goals; fewer than half had employment, postsecondary education, or independent living annual goals. The most included accommodations were for academic support and support for learning and processing styles. Implications for school-based transition services are discussed.