Using Successful Models of Student-Centered Transition Planning and Services for Adolescents with Disabilities

Abstract

In its most basic context the term transition means change, or "a passing from one condition or place to another" (Webster's New World Dictionary, p. 635). Transitions from one life stage to another occur throughout one's life and are characterized as times of stress, conflict, redefinition, and sometimes dysfunction (Carter & McGoldrick, 1980; Clark & Kolstoe, 1995, Turnbull, Summers, & Brotherson, 1986). In special education, transition is used to describe a systematic passage from school to adult life for students with disabilities. In this sense, transition is seen as a bridge between the security of school and home and the risks and opportunities of adult life (Will, 1984). All adolescents experience the stresses and adjustments related to this transition. Those with disabilities, however, often experience more significant difficulties (Peraino, 1993). One common denominator among adolescents with disabilities making the tr:ansition from school to adult life is that they could be considered to have complex support needs, especially in finding and sustaining employment, living independently, and attaining postsecondary education and training. In fact, a unique aspect of school-based transition planning and services is the movement away from traditional categorical approaches in providing special education and making the transition from school to adult life. Secondary special education professionals no longer have to categorize services by the type or nature of the disabilities but, instead, can focus on the student's desired postschool outcomes, take into account the student's strengths and interests, and develop transition plans that meet these unique support needs. This article will trace the history of transition programs for adolescents with disabilities and the role that transition plays within current reform efforts. Information regarding current best practices will be discussed. Finally, we will provide strategies for infusing state-of-art practices within school programs. The authors are affiliated with the University of Kansas.

Loss in services precedes high school exit for teens with autism spectrum disorder: A longitudinal study

“…In practice, this can include adult service providers attending transition planning meetings while students are still in school, and youth beginning receipt of adult services prior to high school exit (thus, smoothing the “services cliff”). There is evidence that interagency collaboration produces improved post‐school outcomes for students with disabilities [Haber et al, ; Morningstar, Kleinhammer‐Tramill, & Lattin, ; Oertle & Trach, ; Test et al, ]; however, it rarely happens. In the NLTS2, for example, only 19% of students with ASD had a vocational rehabilitation representative as an active member of the transition team [Shogren & Plotner, ].…”