Preparing for their Future: Perspectives of High School Students with Learning Disabilities about Transition Planning

Cavendish, Wendy; Connor, David J.; Olander, Louis; Hallaran, Armineh

doi:10.1080/09362835.2019.1625777

Cited by 5 publications

(14 citation statements)

References 24 publications

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“…But most of the time you have to like—it’s on a—it’s upon yourself to do it. (Cavendish et al, 2020, p. 23)…”

Section: Resultsmentioning

confidence: 99%

“…For transition planning meetings, high school students with LD usually attended but often reported limited participation. Often, students felt as though they were “talked to” at these meetings rather than engaged in conversation (Cavendish, Connor, Olander, et al, 2020, p. 6). This caused many students to shy away from speaking: “I don’t feel like talking [in the TP meetings], and I feel like I don’t have anything to say.…”

Section: Resultsmentioning

confidence: 99%

“…For example, one student offered a salient critique of his transition plan, expressing that it was not actionable: “Inside the IEP it says what do I want to be. It doesn’t say how I’m going to get there but it says what I want to be” (Cavendish, Connor, Olander, et al, 2020, p. 6). Studies that analyzed transition plan documents identified similar issues.…”

Section: Resultsmentioning

confidence: 99%

“…. just getting them all period” (Cavendish et al, 2020, p. 22). Many students were preoccupied with passing exit exams: “My greatest challenge?…”

Section: Resultsmentioning

confidence: 99%

“…. such a great thing” (Cavendish et al, 2020, p. 22). However, a few students had negative internship experiences due to the experience not matching their career interests or work preferences:Internship.…”

Section: Resultsmentioning

confidence: 99%

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Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis

Yeager

Morgan

2022

Learning Disability Quarterly

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Student involvement is integral to transition planning for students with learning disabilities (LD). However, only a small body of research has examined the perspectives of high school students with LD related to this process. We conducted a systematic literature review and subsequent metasynthesis of 14 studies that met criteria and quality indicators for qualitative research in special education. Using a collaborative coding process, we identified five themes, including (a) differences in support from professionals, family, and peers for transition, (b) perspectives on transition planning vision, meetings, and documents (c) evaluation of transition activities related to academics and graduation, career, and college, (d) self-determination examples, barriers, and facilitators, and (e) awareness of influence that gender, race, and/or culture have on transition. We discuss implications for practice and future research.

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“…But most of the time you have to like—it’s on a—it’s upon yourself to do it. (Cavendish et al, 2020, p. 23)…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…. just getting them all period” (Cavendish et al, 2020, p. 22). Many students were preoccupied with passing exit exams: “My greatest challenge?…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis

Yeager

Morgan

2022

Learning Disability Quarterly

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Monitoring the Transition Requirements of the Individuals With Disabilities Education Act: A Critique and a Proposal to Expand the Performance Indicators

Etscheidt

Hernández-Saca

Voulgarides

2023

Journal of Disability Policy Studies

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Despite extensive transition provisions in the Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the compliance monitoring approach, indicator targets, and data collection requirements are appropriate and adequate to gauge post-school success. We provide a critical examination of the transition performance monitoring indicators and propose recommendations for policy and praxis, including culturally responsive data disaggregation by ethnicity and race. These policy proposals, coupled with effective preservice and inservice professional development praxis, will enhance successful transition outcomes for students with disabilities.

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Building Equity Into Transition Practice and Service Delivery: A Call for Systemic Changes in the Field of Transition

Sinclair

Jez

Banks

et al. 2023

Career Development and Transition for Exceptional Individuals

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There is a common narrative in the field of transition; students with disabilities continue to experience poorer post-school outcomes compared with their peers without disabilities. After decades of research and practice, scholars and practitioners have impacted countless numbers of students. However, disparate outcomes for diverse youth still exist. The Division on Career Development and Transition takes the position that if we are to begin reducing persistent differential outcomes for diverse youth, we must examine our current practices and apply anti-oppressive practices to transition planning to ensure we do not continue to perpetuate White cultural norms and ableist approaches to transition. We applied four equity frameworks to transition planning and provided recommendations for transition practice and service delivery.

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Preparing for their Future: Perspectives of High School Students with Learning Disabilities about Transition Planning

Cited by 5 publications

References 24 publications

Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis

Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis

Monitoring the Transition Requirements of the Individuals With Disabilities Education Act: A Critique and a Proposal to Expand the Performance Indicators

Building Equity Into Transition Practice and Service Delivery: A Call for Systemic Changes in the Field of Transition

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