An Introduction to Transition Services and Support—Where are We and How did We Get Here?

Abstract

The transition of students with special needs to postsecondary experiences is shaped by the history, context, and causes that combine to create policies, systems, and practices that help or hinder those transitions.

Invisible Lives: Using Autoethnography to Explore the Experiences of Academics Living with Attention Deficit Hyperactivity Disorder (ADHD)

“…Research in this area has underscored the importance of using critical reflection to address the broader challenges posed by mental disorders, and by framing these challenges, not simply as deficits on the part of the individual with the diagnosis, but as educational problems rooted in a lack of knowledge among the neurotypical community (Procknow, 2019). Others have called for more interdisciplinary collaboration between scholars in adult education and disability studies (Clark, 2006) and have pointed out the need for more effective transition services and supports (Johnson, Taga & Hughes, 2018; Patterson, 2018; Grigal & Papay, 2018). A few bold voices have also spoken out against paternalism and emphasized the rights of those with learning disabilities to self‐determination and recognition on their own terms (Rocco, 2011).…”

“…A few studies have examined the impact of learning disabilities in other adult teaching contexts, including in the further education sector (O'Dwyer & Thorpe, 2013), and have explored instructional or intervention strategies in adult literacy settings (Ross‐Gordon, 1998; Wilson & Hunter, 2010). These studies reveal a relative lack of supports (Johnson, Taga & Hughes, 2018), limited awareness of the needs of teachers with LD's in comparison to students, and a lack of formal guidelines for managers and administrators (O'Dwyer & Thorpe, 2013; Csoli & Gallagher, 2012). Scholars have rightly pointed out the importance and relevance of research about adults with learning disabilities for educators in adult, community and workplace education settings— particularly in relation to creating education programs that take into account the socio‐cultural dimensions of adult learning disabilities and which extend beyond the conventional medical model of disability (Ross‐Gordon, 2002).…”

“…Unfortunately, little progress has been made in addressing the needs of employees with ADHD, a condition that is technically classified as a "mental disorder" although it is commonly seen as a learning disability (DSM -5, 2013). This is unfortunate since that research indicates that students are more likely to seek out help from adult educators who have positive attitudes towards learning disabilities and accommodations (Johnson, Taga & Hughes, 2018). Although strides have been made in recognizing the importance of being proactive in addressing faculty wellness, relatively little attention has been paid to the plight of academics living with ADHD.…”

Thinking Vertically: Facilitating Transition for Students With Disabilities

“…The Individuals with Disabilities Education Act (IDEA) has required transition planning since the 1983 reauthorization and was expanded in 1990 with additional requirements (Johnson et al, 2018). Currently, the 2004 reauthorization of IDEA requires planning for a student's transition from school to postsecondary life is required to begin no later than age 16 years (IDEA, 2004), including measurable postsecondary goals related to training, education, employment, and when appropriate independent living skills.…”