This study examined the comments submitted by the public to the United States Department of Education (USDE), the Office of Special Education Programs, in response to the 2004 amended IDEA, prior to the development and publication of proposed regulations under 34 Code of Federal Regulations (CFR) parts 300 and 303 to implement programs under IDEA. Specifically, this study analyzed the types of individuals (e.g., parents, advocates, administrators, lawyers, support staff personnel) and interest groups along with the number of submissions, types of comments made, and specific provisions in the legislation that received the most comments during the period open to the public prior to the publication of the proposed regulations. In addition, an exploration of the existence of differences in comments submitted by states and regions was analyzed in terms of types of individuals, interest groups, types of comments, and specific provision of the 2004 amended IDEA. Content analysis approach utilizing qualitative data collection and analysis procedures was used for this study. The sample consisted of 2,199 comments submitted to the USDE via the U.S. Postal system, e-mail, and verbal testimony transcripts obtained during one of the public meetings held throughout the United States during the 60 day period open for commenting. The findings of this study revealed a large number of a particular type of respondent types, the majority of the comments were neutral in nature, and the largest percentage of comments received were directed at one particular section of the Act.

Doctor of Education / Department of Special Education / Warren J. White / The current study, based solely on teacher-report, provides descriptive data regarding current transition-related instructional practices among Kansas special educators of secondary-aged youth with emotional and behavioral disorders. Students with E/BD are the least likely of all students with disabilities to gain and maintain positive post-school outcomes in the areas of employment, personal-social skills, and community and independent living. Students who demonstrate functional life skills and self-determination skills independent of instruction and directive generally report a higher quality of life than those who are unable. Transition-related instruction specifically addressing functional life skills and self-determination skills may assist these students in their quest for positive post-school outcomes. Research indicating what, if any, transition skills instruction these students receive is not available. Teachers (N = 165) reported a desire to provide transition skills instruction to youth with E/BD (N = 1,076) yet reported having very little transition training (fewer than eight clock hours) and providing very little instruction (less than two hours weekly). Teachers reported that many students with E/BD do not demonstrate life skills and self-determination skills independent of instruction or directive, yet fewer than 11% of the student population had, within their IEP, a goal addressing the specified transition skills. IDEA 2004 regulations mandate that teachers address the transition needs of students with disabilities within a statement of needed transition services, which is not happening with any regularity. The self-determination skills of demonstrating positive social interactions, making appropriate choices and decisions, and employing self-regulation, though often deficits of youth with E/BD, were among the skills mentioned least frequently within the goals of these students. Based on the Pearson r correlation-coefficient analysis no significant relationship was indicated between the number of years of experience of the teachers and the number of minutes of transition instruction teachers provided to this student population. Very few significant relationships existed between the level of independence students reportedly demonstrate each life skill and self-determination skill and a) the amount of transition training the teacher had received and, b) the amount of transition-related instruction teachers reportedly provide. The teacher’s focus has frequently shifted from transition to educational reform.

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