Individualized Education Program Goals, Accommodations, and Services for Autistic High School Students Planning to Graduate with a Traditional Diploma
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| Title: | Individualized Education Program Goals, Accommodations, and Services for Autistic High School Students Planning to Graduate with a Traditional Diploma |
|---|---|
| Language: | English |
| Authors: | Sharada G. Krishnan (ORCID |
| Source: | Journal of Special Education. 2026 59(4):217-227. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A160113 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Individualized Education Programs, Autism Spectrum Disorders, Students with Disabilities, Graduation Requirements, High School Students, Academic Accommodations (Disabilities), Objectives, Related Services (Special Education), Equal Education, Federal Legislation, Educational Legislation, Student Needs, School Personnel, Role, Aspiration |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| DOI: | 10.1177/00224669251343308 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | Autistic youth often face challenges with transitioning to adulthood. Although autistic students working toward a traditional diploma likely have unique educational and transition needs, little is known about special education services offered to this population. In this descriptive study, we used content analysis to analyze Individualized Education Programs (IEPs) of 48 traditional diploma-seeking autistic high school students from 11 states across geographic regions in the United States, focusing on annual goals, accommodations, and related services. Individualized Education Programs commonly included social, emotional, and behavioral and executive functioning goals; fewer than half had employment, postsecondary education, or independent living annual goals. The most included accommodations were for academic support and support for learning and processing styles. Implications for school-based transition services are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1497161 |
| Database: | ERIC |
| Abstract: | Autistic youth often face challenges with transitioning to adulthood. Although autistic students working toward a traditional diploma likely have unique educational and transition needs, little is known about special education services offered to this population. In this descriptive study, we used content analysis to analyze Individualized Education Programs (IEPs) of 48 traditional diploma-seeking autistic high school students from 11 states across geographic regions in the United States, focusing on annual goals, accommodations, and related services. Individualized Education Programs commonly included social, emotional, and behavioral and executive functioning goals; fewer than half had employment, postsecondary education, or independent living annual goals. The most included accommodations were for academic support and support for learning and processing styles. Implications for school-based transition services are discussed. |
|---|---|
| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669251343308 |
