After a decade of research on self-determination of individuals with disabilities, it is now widely recognized that student involvement in the transition planning process is critical to transition success. However, little is known about the extent to which students with mild mental retardation (MMR) are involved in the planning and implementation of transition services. The current study examined this status by interviewing 44 secondary teachers of students with MMR. The interview focused on teacher/IEP team behaviors before and during the transition planning meeting and student behaviors before, during, and after the meeting. Results of this study are discussed and recommendations for future practice are provided.
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