AgranM.SnowK.SwanerJ. (1999). Teacher perceptions of self-determination: Benefits, characteristics, and strategies. Education and Training in Mental Retardation and Developmental Disabilities, 34, 293–301.
2.
BatemanD. F.BrightK.BoldinA. (2003). Parents as instructors. In WandryD.PleetA. (Eds.), A practitioner's guide to involving families in secondary transition (pp. 71–82). Arlington, VA: Council for Exceptional Children.
3.
Council for Exceptional Children. (2004). The new IDEA: CEC's summary of significant issues. Retrieved December 7, 2004, from http://www.cec.sped.org/pp/IDEA_120204.pdf.
4.
FieldS.HoffmanA. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159–169.
5.
GrigalM.NeubertD. A.MoonM. S.GrahamS. (2003). Self-determination for students with disabilities: Views of parents and teachers. Exceptional Children, 70(1), 97–112.
MartinJ. E.GreeneB. A.BorlandB. J. (2004). Secondary students' involvement in their IEP meetings: Administrators' perceptions. Career Development for Exceptional Children, 27(2), 177–188.
MartinJ. E.MarshallL. HuberSaleP. (2004). A 3-year study of middle, junior high, and high school IEP meetings. Exceptional Children, 70, 285–297.
10.
MartinJ. E.Van DyckeJ. L.GreeneB. A.GardnerJ. E.ChristensenW. R.WoodsL. L. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72, pp. 187–200.
11.
MartinJ. E.Van DyckeJ. L.ChristensenW. R.GreeneB. A.GardnerJ. E.LovettD. L. (in press). Increasing student participation in their transition IEP meetings: Establishing the self-directed IEP as an evidence-based practice. Exceptional Children.
12.
MasonC. Y.FieldS.SawilowskyS. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70, 441–451.
13.
MasonC. Y.McGahee-KovacM.JohnsonL.StillermanS. (2002). Implementing student-led IEPs: Student participation and student and teacher reactions. Career Development for Exceptional Individuals, 25(2), 171–192.
14.
SchoellarK.EmanuelE. (2003). Parents as evaluators and decision-makers. In WandryD.PleetA. (Eds.), A practitioner's guide to involving families in secondary transition (pp. 41–58). Arlington, VA: Council for Exceptional Children.
15.
StormsJ.O'LearyE.WilliamsJ. (2000). The Individuals with Disabilities Education Act of 1997 transition requirements: A guide for states, districts, schools, universities and families. Institute on Community Integration, University of Minnesota, Minneapolis, MN.
16.
TestD. W.MasonC.HughesC.KonradM.NealeM.WoodW. M. (2004). Student involvement in individualized education program meetings. Exceptional Children, 70, 391–412.
17.
WehmeyerM.AgranM.HughesC. (2000). A national survey of teachers' promotion of self-determination and student-directed learning. Journal of Special Education, 34(2), 58–68.