BrandingD.BatesP.MinerC. (2009). Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a self-directed IEP versus an external-directed IEP meeting. Research in Developmental Disabilities, 30(4), 755–762. https://doi.org/10.1016/j.ridd.2008.10.006
2.
CavendishW.ConnorD. (2018). Toward authentic IEPs and transition plans: Student, parent, and teacher perspectives. Learning Disability Quarterly, 41(1), 32–43. https://doi.org/10.1177/0731948716684680
3.
CavendishW.ConnorD. J.RedikerE. (2017). Strategies for engaging students and parents in transition-focused individualized education programs. Intervention in School and Clinic, 52(4), 228–235. https://doi.org/10.1177/1053451216659469
4.
ChandrooR.StrnadovaI.CummingT. M. (2018). A systematic review of involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment. Research in Developmental Disabilities, 83, 8–17. https://doi.org/10.1016/j.ridd.2018.07.011
5.
DavisM. T.CummingI. K. (2019). Planning and implementing student-led IEPs for students with EBD. Beyond Behavior, 28(2), 90–98. https://doi.org/10.1177/1074295619850569
Individuals With Disabilities Education Act, 20 U.S.C. §§ 1400 et seq. (2006 & Supp. V. 2011).
8.
KohlerP. D.FieldS. (2003). Transition-focused education: Foundation for the future. The Journal of Special Education, 37(3), 174–183. https://doi.org/10.1177/00224669030370030701
9.
LandmarkL. J.JuS.ZhangD. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individuals, 33(3), 165–176. https://doi.org/10.1177/0885728810376410
10.
MooreM.McNaughtJ. (2014). Virginia’s self-determination project: Assisting students with disabilities to become college and career ready. Journal of Vocational Rehabilitation, 40, 247–254. https://doi.org/10.3233/JVR-140690
RodriguezR. J.CavendishW. (2013). Differences in the relationship between family environments and self-determination among Anglo, Latino, and female students with disabilities. Career Development and Transition for Exceptional Individuals, 36(3), 152–162.
13.
ShogrenK. A.WardM. J. (2018). Promoting and enhancing self-determination to improve the post-school outcomes of people with disabilities. Journal of Vocational Rehabilitation, 48(2), 187–196. https://doi.org/10.3233/JVR-180935
14.
WehmeyerM. L. (2006). Self-determination and individuals with severe disabilities: Reexamining meanings and misinterpretations. Research and Practices in Severe Disabilities, 30(3), 113–120. https://doi.org/10.2511/rpsd.30.3.113
15.
WehmeyerM. L.SandsD. J.DollB.PalmerS. (1997). The development of self-determination and implications for educational interventions with students with disabilities. International Journal of Disability, Development and Education, 44(4), 305–328. https://doi.org/10.1080/0156655970440403
16.
WeiX.WagnerM.HudsonL.YuJ. W.JavitzH. (2016). The effect of transition planning participation and goal setting on college enrollment among youth with autism spectrum disorders. Remedial and Special Education, 37(1), 3–14. https://doi.org/10.1177/0741932515581495