What happens to students leaving secondary special education services in Arizona? Implications for educational program improvement and transition services

Laura L. Love, Ida Malian

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

The Arizona Follow-Along Project assessed the impact of special education on the education and postschool outcomes of students with disabilities who had exited from special education services. Using the Oregon follow-along method with a computer-assisted telephone interview and data analysis technique resulted in a system-wide approach to interviewing students, parents, and teachers of individuals who had left special education. The results of the students' first year out of high school are reported in this article, and implications for educational programming and transition services are discussed. Statewide system changes in policies and procedures are recommended in light of the transition services mandates specified in the Individuals with Disabilities Education Act of 1990.

Original languageEnglish (US)
Pages (from-to)261-269
Number of pages9
JournalRemedial and Special Education
Volume18
Issue number5
DOIs
StatePublished - Jan 1 1997

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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