Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

Abstract

To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership role. The majority of the active participants in transition planning were school-based personnel. We also found limited participation from other agencies/support persons (e.g., vocational rehabilitation). Students with autism or intellectual disability had more identified needs for support after school than did students with other disabilities.

Supported work experience and its impact on young people with intellectual disabilities, their families and employers

“…Use of a supported employment model with on site job coach support has been shown to be effective (Howarth et al, 2006) (Bowey et al, 2005). The availability of supported employment agencies met the need to provide clear, expert advice to families (Shogren and Plotner, 2012) on employment options in their transition plan (Case, 2001). In response to personal barriers faced by young people, Real Opportunities provided courses to improve their basic levels of independence (Carter, Austin and Trainor, 2012).…”

“…Generally, the success of transition will be influenced by how informed families are about the opportunities available, and how much they are involved in the process. Often, however, staff with expertise in employment who know the labour market are commonly not involved in setting transition goals with young people (Shogren and Plotner, 2012). The abilities of young people can also be a barrier to employment, with poor levels of independence (Carter, Austin and Trainor, 2012;Roessler, Brolin and Johnson, 1990); few experiences of jobs (Baer et al, 2003;Luecking and Fabian, 2000), and poor social skills (Carter, Austin and Trainor, 2012) all making it difficult for them to become employed.…”

Parent perspectives of children with autism spectrum disorder transitioning from primary to secondary school in New Zealand

“…What contemporary research studies reveal is that, while the experiences of students with disabilities of their transition from primary and secondary school contain both positive and negative features, both "anticipated and actual" (Hannah & Topping, 2013, p. 3), students with ASD-related impairments are more fearful of making this transition and can take longer to adapt to the new school environment (Hannah & Topping 2013: Shogren & Plotner 2012Tobin et al, 2012). Children with ASD generally require regularity within their environment, and can find situations that draw on the skills of social communication with unfamiliar people and the need to be flexible difficult to sustain (Tobin et al, 2012).…”

“…The second barrier includes communication breakdown between key stakeholders through the transitional process. Of significance to this barrier is how teachers and parents view the role of families and students at the time of transition (Shogren & Plotner, 2012). Mismatched expectations can result in poor communication and a breakdown of the process.…”

Health Care Transitions for Adolescents and Young Adults With Special Health Care Needs: Where Are We Now?

“…Data suggests that transition planning occurs for a majority of students, but that the students themselves may have limited opportunity to lead planning sessions; other contributors, such as vocational agencies, may be limited. 35 Anecdotally, school systems appear to vary in their quality of contribution toward health care transition, and communication with the medical home is often lacking.…”