Transition Policy: Infusing Self-Determination and Self-Advocacy into Transition Programs

Student Engagement and Leadership of the Transition Planning Process

“…Martin et al (1993), Field et al (1998a), and Agran and Hughes (2008) indicated that students can be taught these skills in late elementary school and practice them through high school, and that implementing strategies to attain their annual transition goals can lead to greater student self-determination.…”

“…Rusch et al (2009) indicated that transition education must involve teaching middle school students to learn to direct their own education planning process and that this instructional focus continues through high school with students receiving support and having the opportunity to lead their own IEP transition planning meetings. Martin et al (1993) presented a longitudinal scheme to implement student engagement in transition planning. During the elementary years, students will attend IEP meetings as observers and answer questions; in middle school, students will learn to actively participate in their IEP meetings; and in high school, students will lead their IEP meetings and manage the IEP transition process.…”

“…J. R. Johnson and Rusch (1993) recommended that future research examine how to encourage student participation and involvement in the transition process, and that future research needs to determine the risks and outcomes associated with not involving students in the transition planning process. Martin et al (1993) indicated that to facilitate the transition from high school to further education or employment, students need to learn to self-manage their IEP meetings by first participating, then learning to develop the IEP, and finally, managing or leading the IEP process. Halpern (1994) summarized the emerging student involvement concepts and concluded that students should be encouraged to the best of their abilities to become actively involved in the transition planning process.…”

“…One reason that educators embraced self-determination is that transition education provides an ideal opportunity for students to both learn and practice self-determination skills (Martin, Marshall, & Maxson, 1993). Although various self-determination definitions exist, the field generally agrees that self-determination encompasses students' understanding of their interests, strengths, and weaknesses, using this information to establish and attain their goals, and making needed adjustments to attain their goals (Field, Martin, Miller, Ward, & Wehmeyer, 1998a).…”

Teaching Students to Attain Annual Transition Goals Using the Take Action Goal Attainment Lessons

“…Clearly, goal setting and goal attainment are foundational self-determination skills. To this end, Martin, Marshall, and Maxson (1993) suggested that students with disabilities learn goal setting and attainment skills starting in late elementary school years, and opportunities to learn and practice goal attainment skills need to continue through the high school years.…”