A Preliminary Validation of Strategies that Support the Transition from School to Adult Life

Abstract

The purpose of this study was to extend the empirical literature by identifying and socially validating strategies that support the transition from school to adult life. A three-step process was conducted: (a) reviewing 113 empirical articles that addressed secondary transition, (b) developing a candidate list of all support strategies that were empirically supported in the literature, and (c) conducting a national survey of 54 researchers who had published studies in the area of secondary transition (response rate = 92%) to establish the social validity of the proposed list of support strategies. Results of the survey corroborated multiple strategies that support students in the transition to adult life (e.g., family and peer support, student choice and preference, student self-determination). Findings are compared to those derived from the literature review and implications for research and practice are discussed.

Educators’ Beliefs and Practices About Parent Involvement in Transition Planning

“…Advocates, practitioners, and researchers (e.g., Kohler, 1996; Lindstrom & Benz, 2002; Morningstar, Turnbull, & Turnbull, 1995) espouse the important role parent involvement plays in the transition process, and emerging research indicates parent involvement is an evidence-based predictor of postschool employment (Test et al, 2009). Parents possess key information about the student (Chambers, Hughes, & Carter, 2004; Hughes et al, 1997; Morningstar et al, 1995), and students are greatly influenced by their parents, especially when choosing careers (Farkas & Grolnick, 2010; Lindstrom, Doren, Metheny, Johnson, & Zane, 2007; Morningstar et al, 1995). Legislation such as the No Child Left Behind Act (NCLB, 2001) and the Individuals With Disabilities Education Improvement Act (IDEIA, 2004) support and mandate parent involvement to facilitate positive postschool outcomes.…”

A Look at the Past, Present, and Future of Rural Secondary Transition

“…Another method for identifying “best practices” during this era was through stakeholder questionnaires. For example, Hughes, Hwang, et al (1997) surveyed 54 transition researchers to establish the social validity of a proposed list of student transition-support strategies. Their results indicated 10 strategies: (a) teach social skills; (b) teach self-management; (c) identify environmental independence objectives; (d) assess social acceptance; (e) identify counselor, peer, and family supports; (f) identify student preferences and choices; (g) monitor social acceptance over time; (h) identify natural supports; (i) match support to student needs; and (j) teach choice making and decision making.…”

School‐to‐work transition services for students with disabilities in Malaysia: organisations' views on policy and practices

“…However, despite access to education and vocational training, persons with disabilities in Malaysia remain largely unemployed and socio‐economically disadvantaged (Ng, See and Tan, 2008a,b; United Nations Development Program, 2007). This poor employment outcome is not surprising: one study has found that less than 8% of students with a disability exit school with a job or are pursuing further education (Hughes et al ., 1997). According to the Commission on Excellence in Special Education (2002, p. 43) ‘.…”