Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.

中文翻译：

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规划和实施EBD学生的学生主导的IEP

情绪和行为障碍（EBD）的学生很难过渡到学后环境。研究表明，在教育，就业和社区参与方面，患有EBD的学生的中学后教育仍然受到限制，因此需要改进。部分成果与过渡计划如何整合有效实践以支持EBD学生有关。在本文中，我们描述了以学生为主导的个性化教育计划（IEP）的实践，并提供了可用于规划和实施以学生为主导的IEP的分步指导。