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Career Development for Exceptional Individuals
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The Student-Directed Summary of Performance

Increasing Student and Family Involvement in the Transition Planning Process

James E. Martin

University of Oklahoma, Zarrow Center, 840 Asp Ave., Room 111, Norman, OK 73072, jemartin{at}ou.edu

Jamie Van Dycke

Northeastern State University in Oklahoma

Marilyn D'Ottavio

Albuquerque Public Schools

Kim Nickerson

Oklahoma State Department of Education, Special Education Services

Best transition practice engages students in the transition planning process. Several Division on Career Development and Transition position papers call for increased opportunities to enable students to learn self-determination skills by actively participating in and perhaps leading their transition planning meetings. Research has demonstrated improved academic and postschool outcomes for students with increased student self-determination skills. The student-directed summary of performance (SD-SOP) provides an opportunity for students to become engaged in their transition planning process. Special educators can use the SD-SOP to increase the awareness of students regarding their disability, provide a means for students to understand the results of transition assessment data, and obtain useful supports. Examples of student-directed summary of performance forms are presented, along with a discussion of how they can be completed and put into practice.

Career Development for Exceptional Individuals, Vol. 30, No. 1, 13-26 (2007)
DOI: 10.1177/08857288070300010101
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