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Federal policy regarding students with disabilities in the 21st century has emphasized a concern for adult outcomes. Recent federal legislation, particularly the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), retitled the Individuals with Disabilities Education Improvement Act, has sought to foster productive transition to help students fulfill postsecondary goals. In this article, the author reviews new policies regarding transition assessment and documentation, with a focus on how the new Summary of Performance requirement aligns with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990.
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Stan F. Shaw (2006) studied this question.
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