Best Practices in Transition: Substantiated or Implied?

Abstract

OUTCOMES OF YOUTHS with disabilities exiting public schools have not improved significantly during the last decade. Both historical and current data indicate that this population of individuals continues to drop out of school at a rate ranging from 30-80% (Edgar, 1987) and to experience low levels of full-time employment (Hasazi, Gordon, & Roe, 1985;Wagner, 1989). Educators, researchers, and policymakers are focusing on the concept of transition from school to adult life in order to identify factors that might improve the personal and vocational outlook for these young persons. Evidence suggests that transition planning and services are an effective way of improving the post-school outcomes of youths with disabilities (Rusch & Phelps, 1987).Much of the research and literature in the field has focused on identifying essential components of transition planning. In line with this initiative, a number of &dquo;best practices&dquo; have evolved as part of efforts to plan and implement programs to facilitate transition from school for secondary students with disabilities. The most frequently cited &dquo;best practices&dquo; include interagency cooperation and collaboration, vocational assessment, vocational skills training, social skills training, career education curricula, paid work experience during high school, written transition plans, and parent or family involvement in the transition process (Foss, 1990).The purpose of this study was to determine which transition practices have been identified or supported in the literature as having a positive impact on student outcomes. This article presents a review and analysis of literature concerning these &dquo;best practices.&dquo; Conclusions are developed, including a synopsis of the most frequently cited practices. Finally, suggestions for additional research are offered. METHOD OF REVIEW Selection of DocumentsTo locate empirical research data for the study, several computer searches of the ERIC database were conducted. Such descriptors as

The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders

“…Findings related to having a primary transition goal of college enrollment also generalize to the population. These findings add empirical evidence to the literature (Greene, 2003;Hendricks & Wehman, 2009;Kohler, 1993;Landmark et al, 2010) on the benefits of student involvement in transition planning and goal-setting for students receiving special education services.…”

“…Based on a partnership between educators and a youth's family, studentfocused planning should enable student participation in decision making and goal-setting, particularly if the student expresses goals related to postsecondary education. The process should support high school coursework based on students' goals and interests, self-evaluation of their progress in meeting their goals, and development of selfdetermination and other skills to achieve goals (Kohler, 1993(Kohler, , 1996(Kohler, , 1998Kohler & Field, 2003).…”

“…Nonetheless, reviews of research on transitionrelated best practices are united in asserting that student involvement is an important element of effective transition plans and programs (Greene, 2003;Hendricks & Wehman, 2009;Kohler, 1993;Landmark, Ju, & Zhang, 2010).…”

Social-Ecological Correlates in Adult Autism Outcome Studies: A Scoping Review

“…Interagency communication and collaboration are often considered paramount to effective service delivery and transition planning. 46 None of the authors of the reviewed research examined how adult service systems interact with one another after high school exit. This is a critical gap in the literature, considering that parents often describe the adult service system as fragmented and inconsistent.…”

Early Intervention and Secondary/Transition Services: Harbingers of Change in Education

“…Evidence shows that the location of service delivery for children in early intervention and preschool foreshadows the degree of restrictiveness of later placements (Miller, Strain, McKinley, Heckathorn, & Miller, 1993). Similarly, for adolescents with disabilities, the degree of success in transitional planning and intervention largely determines the extent to which the young adult achieves social and financial independence (Chadsey-Rusch, Rusch, & O'Reilly, 1991;Kohler, 1993). These factors are important not only for the student but also for that individual's entire family system.…”