Supporting Student Voice in Transition Planning

Abstract

CoIle( Colleen A. T h o i n aStudents exiting high school are more likely to have a job and a place to live than when transition planning was first mandated by the Individuals with Dis abilities Education Act (IDEA) in 1990 and was included in the Amendments of 1997 (20 U.S.C. 1401(a)( 19)). Yet a study conducted jointly by the National Orga nization on Disability and Louis Harris and Associates (1998) found that adults with disabilities are more likely to be un employed, lonely, and unhappy with their lives than are adults without disabilities. The authors stated: Americans with disabilities still face gaps in securing jobs, edu cation, accessible transportation and in many areas of daily life in cluding recreation and worship. . . . [There are] significant gaps between the employment rates of workers with disabilities and those without disabilities. Only 29% of persons with disabilities of working age (18-64) work full or part-time, compared to 79% of those without disabilities. . . . Of those with disabilities of working age who are not working, 72% say that they would prefer to work. (1998, p. 1

The Experience of Transitioning Two Adolescents With Asperger Syndrome in Academically Focused High Schools

“…While the intention of this research is emancipatory, in part by attempting to provide 'some meaningful practical outcome' (Barnes, 2003, p. 12) regarding transition, an important question that should be considered is how can a shift occur between advocates knowing and claiming what is best for a student to actively including the student in decision-making and allowing them to voice what they see as appropriate for themselves? Through engaging with the students, stakeholders may discover how to enable transition and make it smoother for all parties as long as they ensure that the student voice is supported (Thoma, 1999). This interpretative approach would allow research to look beyond a status perspective.…”

Messages From Former Students and Families: Analysis of Statements From One State’s Post-School Outcomes Survey

“…They provide school officials the opportunity to critically reflect on school practices, policies, and programs related to dropout prevention and school completion issues. In addition, Thoma (1999) posited that providing students an opportunity to voice their perspectives to adults and education professionals regarding their experiences, whether in school or in transition, could help students develop self-determination skills and improve their ability to express interests and preferences. Ankeny and Lehmann (2011) in a study of self-determination, found students with disabilities revealed detailed insights about themselves and their experiences that could lead to more thorough-and perhaps more effectual-transition planning and practice.…”

Transition to adult life for students who are Black and have disabilities: What do we know and what do we need to know?

“…In response, many instructional materials, programs, and strategies have been developed over the last two decades to assist teachers and other service providers in incorporating self-determination instruction into their curriculum (Field & Hoffman, 1994;Halpern et al, 1995;Hughes & Carter, 2000;Martin & Marshall, 1996;Wehmeyer, Agran, & Sands, 1998;Wehmeyer & Sands, 1998;Thoma, 1999). Yet despite this research, there are some experts who question whether self-determination is relevant for youth who are CLED and, in particular, students who are Black and have disabilities.…”