Quality of Life as a Conceptual Framework for Evaluating Transition Outcomes

Abstract

When the transition movement began as a federal initiative in 1984, it was conceptualized as "an outcome-oriented process leading to employment." Although many educators viewed this narrow focus on employment as too constrictive, an alternative framework for conceptualizing transition outcomes has been slow to develop. This article explores a broader framework, quality oflife, organized around three topics: (1) theoretical issues that pertain to the definition and conceptualization of quality of life; (2) research findings that provide support for quality of life as an outcome framework for evaluating transition programs and services; and (3) a few suggestions about issues we should address as we move through the 1990s.

The effects of transition intervention on students with mild disabilities.

“…The final area Personal Fulfillment included happiness, satisfaction, and sense of general well being. By accepting Halpern's (1993) definition and implementing the three Quality-of-Life areas that he suggested, follow-up studies could determine the person's success or failure in adulthood.…”

“…111-112). Halpern (1993) examined student and family characteristics, school programs, and school outcomes to see if there were predictors for quality of life indicators (p. 496). He found predictor variables were significant in areas of behavior, primary disability category, gender, proportion of classes in relevant areas that were passed, and student satisfaction with the high school experience.…”

“…CILs with support services assist youth in developing self-awareness, self-esteem, leadership, and self-empowerment skills. Ultimately, these skills lead to long-term achievement and enhanced quality of life (Giordano & D'Alonzo, 1994;Halpern, 1993;Wilson, 1998). The willingness to accept outside help is determined by the person's self-concept.…”

“…determination and self-advocacy as related to self-awareness and future outcomes (Blalock & Patton, 1996;Halpern, 1993;Wehmeyer, 1992Wehmeyer, , 1993. In the STEP Grant, as students experienced transition services, their personal awareness of interests, career goals, and abilities were enhanced.…”

“…These are common outcome factors in transition research and represent critical areas for adult success (Blackorby & Wagner, 1996;Halpern, 1993;Kohler, 1993). Those three broad outcomes represent the dependent variables for this partial program evaluation.…”