What Is Known About Schools’ Transfer of Rights Practices for Students With Intellectual and Developmental Disabilities

We performed a scoping review of literature on schools’ transfer of rights practices under the Individuals with Disabilities Education Act (IDEA) with respect to students with intellectual and developmental disabilities. The review found only limited empirical evidence of how IDEA transfer of rights...

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Bibliographic Details
Published in:	The Journal of Special Education Vol. 57; no. 3; pp. 142 - 151
Main Authors:	Landa, Cady, Smith, Matthew S., Hall, Allison Cohen, Bose, Jen, Timmons, Jaimie C., Stein, Michael Ashley
Format:	Book Review Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01-11-2023 SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC
Subjects:	Civil Rights Developmental Disabilities Educational Legislation Educational Practices Employment Equal Education Federal Legislation Generalization Generalizations Higher education Independent Living Individuals with Disabilities Education Act 1990-US Intellectual Disability Literature reviews Misconceptions Parent Child Relationship People with disabilities Postsecondary Education Public Policy Research Reports Special Education Teachers Specialists State Policy Student rights Students with Disabilities transfer of rights schools intellectual disability transition
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Summary:	We performed a scoping review of literature on schools’ transfer of rights practices under the Individuals with Disabilities Education Act (IDEA) with respect to students with intellectual and developmental disabilities. The review found only limited empirical evidence of how IDEA transfer of rights policies are implemented in schools and affect students and parents. We found a substantial disconnect between this limited empirical evidence and generalizations about school practice made in recent literature that is not empirically based. In addition, we found some misunderstanding of relevant federal policy and little attention to variation in states’ policies and schools’ practices. Further research is needed to understand the intersection of relevant public policy, school practice, and student postsecondary education, employment, and independent living outcomes.
ISSN:	0022-4669 1538-4764
DOI:	10.1177/00224669221147256