Comparison of Transition-Related IEP Content for Young Adults with Disabilities Who Do or Do Not Have a Legal Guardian

Abstract

IEP transition-related content was compared between young adults with developmental disabilities who had or did not have legal guardians. It was found that students with guardians were more likely to earn a certificate of completion, and wanted to remain living with their families, in comparison to students without guardians who were more likely to earn a diploma, and wanted to live on their own. Regardless of whether they had a guardian or not, the majority of students had no post-secondary education goals. No significant differences in the number of objectives related to employment, transportation and self-care were observed. Differences were observed regarding teaching self-determination related skills; students without guardians had more objectives than those with. Additional findings are presented.