Transition: Life-Span and Life-Space Considerations for Empowerment

Abstract

Transition is a process that should empower students, families, and communities. This article integrates literature from counseling, rehabilitation, multicultural education, and special education to explain the importance of life-span considerations, including a focus on preschool and early school years, and the importance of the life-space factors of family, culture, and community. Principles of intervention for empowerment promote transition interventions that are maximally under the control of the student, promote independence and autonomy, are least intrusive, and are most natural for the chosen environment.

Person-family centered transition planning: Improving post-school outcomes to culturally diverse youth and families

“…For many CLD families, transition is not a discrete time in life affecting only their child with a disability. The family as a whole is affected by the transition process and potential adult outcomes of their child (Marshak, Seligman, & Prezant, 1999;Szymanski, 1994). Evidence for this comes from a study by Rueda et al (2005) who found that among Latino mothers of children with developmental disabilities, the future well-being of their child was not considered to be separable from the overall well-being of their family.…”

“…Despite an abundance of evidence supporting these practices, both focus almost exclusively on promoting the quality of life of the individual with the disability rather than emphasizing their overall family's quality of life (Kim & Turnbul, 2005). As noted earlier, transition is not a discrete time in life affecting only the individual with the disability; their family as a whole is often affected by the transition process and outcomes achieved by their young adult with a disability (Marshak, Seligman, & Prezant, 1999;Szymanski, 1994).…”

The effects of transition intervention on students with mild disabilities.

“…This part of the study was included in NLTS2 because there has been an increase of selfconcept and self-determination training in the high school curriculum after IDEA amendments of 1997. Szymanski (1994) suggested that empowerment for students with disabilities grew from early childhood through adulthood. She pointed out that the life-span and life-space concepts grew from Donald Super's (1990) theory of career development as well as other related theories (Curnow, 1989;Osipow, 1983;Roe, Krumboltz, & Hershenson, 1990;Super, 1969Super, , 1990Szymanski;Szymanski, Turner, & Hershenson, 1992).…”

“…Assurances are required by IDEA, Indicator 13 (CEC, 2006) that the IEP includes Education/Training, Employment, Independent Living, and Self-Determination goals (Szymanski, , 1994Wehmeyer, 1994). This suggestion entails professional development for staff, parents, and students.…”

“…A number of scholars have documented these problems (Blackorby & Wagner, 1996;L. Brown, Nietupski, & Hamre-Nietupski, 1976;Clark & Kolstoe, 1995;Flexer, Baer, Luft, & Simmons, 2008;Flexer, Simmons, Luft, & Baer, 2005;Halpern, 1985;Kohler, 1993;Morningstar, Turnbull & Turnbull, 1995;Rusch & Chadsey, 1998;Sitlington & Frank, 1990;Szymanski, 1994;.…”