Transition Planning for Students with Significant Disabilities

Abstract

An analysis of transition plans for students with disabilities was conducted across 24 school divisions in Virginia. Eighty-four public school students, ages 14 to 21, with significant disabilities, comprised the sample. The results indicate that for a majority of students with significant disabilities there is a need for greater participation in the planning of their future, increased opportunities to access employment prior to exiting school, and access to a range of services to provide ongoing and long-term support in the community.

Issues in Transition Planning

“…Schools must provide opportunities for students to learn how to participate actively in training meetings and to engage in postschool planning (Field, Martin, Miller, Ward, & Wehmeyer, 1998). Such involvement is consistent with the concept of selfdetermination (Wehmeyer, Agran, & Hughes, 1998) and student-centered planning (Getzel & deFur, 1997).…”

From the Old to the New Paradigm of Disability and Families: Research to Enhance Family Quality of Life Outcomes

“…Extensive reviews of research on parent involvement in IEP conferences reveals that schools try to comply with the (letter but not the spirit) of legal mandates; however, there is scant evidence that the IEP process has empowering outcomes for students, parents, or educators (Smith, 1990;Turnbull & Turnbull, in press). Interestingly, almost no research has focused on the outcomes of the IEP process, but rather research has addressed issues such as teacher, parent, and student roles, topics discussed at meetings, the length of meetings, and the content addressed (Espin, Denot, & Albayrak-Kaymak, 1998;Farel, Shackelford, & Hurth, 1997;Gerber, Banbury, Miller, & Griffin, 1986;Getzel & deFur, 1997;Goldstein & Turnbull, 1982;Lewis, Busch, Proger, & Juska, 1981;Lynch & Stein, 1982;Nadler & Shore, 1980;Pyecha, Cox, Dewitt, Drummond, Jaffe, Kalt, Lane, & Pelosi, 1980;Salembier & Furney, 1998;Smith & Simpson, 1989).…”

The effects of transition intervention on students with mild disabilities.

“…The way persons perceive how they interact with the world around them affects the way they make decisions for the future and meet the stressors of life (Bandura, 1989;Getzel & deFur, 1997;O'Brien & Lovett, 1993). Although the research in the field was extensive, regular education students or adults were the participants in the studies found, not students with mild disabilities.…”

“…Along with narrowing the gap, the focus needs to be toward increasing success in adult outcomes for students with disabilities. Getzel and deFur (1997) pointed out that many transition studies placed importance on the transition process and the involvement of the student. By helping students express their wishes for the future and involving them in formulation of plans to reach their goals, both self-esteem and self-advocacy have improved.…”

“…Several researchers focused on the benefits of self-determination, self-advocacy, and person-centered planning (O'Brien & Lovett, 1993;Wehman, 1996), but Getzel and deFur (1997) outlined the strong connection between these strategies. Their research supported the formation of a support network to sustain ongoing success in adult life.…”