Table 2 LD MMR MDMR E/BD n = 24 n = 26 n = 24 n = 20 Component No.
Note: LD = learning disabilities; MMR = mild mental retardation; MDMR = moderate mental retardation; E/BD = emotional/behavioral disorders.
TABLE 3 School Interdisciplinary Team Involvement in Developing Transition Component LD MMR MDMR n = 24 n = 26 n = 24 Team Member No.
Vocational rehabilitation personnel were involved in a total of 17 (18.1%) plans: 20.8% for students labeled as LD, 15.4% for students labeled as MMR, 8.3% for students labeled as MDMR, and 30.0% for students labeled as E/BD.
The ITP meeting took place most often during the annual review (87.2%), though there were four (4.3%; 1 LD, 2 MMR, and 1 MDMR) instances of the transition meeting not occurring.
Integration opportunity by category indicated school opportunities ranged from 30% for students labeled as E/BD to 79.2% for students labeled as MDMR. Integration opportunities at the student's workplace ranged from 4.2% for students labeled MDMR to 35% for students labeled E/BD.
A series of chi-square analyses was conducted to investigate the relationship between category of disability (LD, MMR, MDMR, and E/BD) and various transition planning components.
Postsecondary goals appeared in students' plans in the LD, E/BD, and MMR categories an average of 9 times, whereas only 1 student classified MDMR had a postsecondary education goal listed on the transition component.