Based on these new IDEA regulations, this study investigated the post-school vocational and community adjustment of recent special education as well as general education graduates from central Oklahoma rural and urban areas. Responses were from 187 high school participants from special education programs and general education graduates who were randomly selected from Oklahoma schools. A questionnaire administered via the telephone or postal service was the data source. This research analyzed data from participants who graduated from high school between the years of 1995 and 1998. This study was unique from previous follow-up studies in that it asked questions pertaining to the new IDEA regulations regarding transition, self-determination factors, student participation in his or her own IEP meetings and outcomes because of new federal laws. This study focused on the model of transition that exists which delves into other areas of life that define a meaningful and successful transition; not just employment.

Recent issues in the adult adjustment of youths with mild and moderate disabilities address the new federal regulations requiring all students who have an Individualized Education Program (IEP) to also have in place, an ITP (Individual Transition Plan) by the age of 14. Federal law mandates also that the student be able to participate in IEP meetings.