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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 0009-0007-5701-6256), Ellen S. Cohn, Jennifer Chen (ORCID 0000-0002-2924-5568), Wendy J. Coster, Gael I. Orsmond (ORCID 0000-0002-4133-7326)
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
FullText Text:
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  Data: Individualized Education Program Goals, Accommodations, and Services for Autistic High School Students Planning to Graduate with a Traditional Diploma
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  Data: <searchLink fieldCode="AR" term="%22Sharada+G%2E+Krishnan%22">Sharada G. Krishnan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-5701-6256">0009-0007-5701-6256</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellen+S%2E+Cohn%22">Ellen S. Cohn</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Chen%22">Jennifer Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2924-5568">0000-0002-2924-5568</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wendy+J%2E+Coster%22">Wendy J. Coster</searchLink><br /><searchLink fieldCode="AR" term="%22Gael+I%2E+Orsmond%22">Gael I. Orsmond</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4133-7326">0000-0002-4133-7326</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. 2026 59(4):217-227.
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  Data: 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
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  Data: 11
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  Data: 10.1177/00224669251343308
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  Data: 0022-4669<br />1538-4764
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1497161
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        Value: 10.1177/00224669251343308
    Languages:
      – Text: English
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      Pagination:
        PageCount: 11
        StartPage: 217
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      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Graduation Requirements
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      – SubjectFull: High School Students
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      – SubjectFull: Academic Accommodations (Disabilities)
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      – SubjectFull: Aspiration
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      – SubjectFull: Individuals with Disabilities Education Act
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      – TitleFull: Individualized Education Program Goals, Accommodations, and Services for Autistic High School Students Planning to Graduate with a Traditional Diploma
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              Y: 2026
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