example DO not copy.docx
These articles discuss the transition planning process for students with special needs who are preparing
to leave secondary school. The importance of doing this has strong face validity, as one of the outcomes
of education should be preparing students to become productive and contributing citizens. A systematic
transition process contributes to the probabilit y that students will have better post -school outcomes.
This article addresses five major areas. First, an explanation of what might be considered successful
adult functioning is offered. Second, the key elements/concepts associated with the transition proc ess
are discussed. Third, a brief summary of the literature on transition is provided. Fourth, a model for
considering how to conceptualize the transition planning process is presented with the idea that
following a system like the one discussed can be ver y useful for addressing the transition needs of
students. Lastly, a list of how the school, family, and student can contribute to this process is provided.
Transitions are part of everyone’s life. Some are predictable while others occur more spontaneously.
Although this article is focused on the transition from school to life after school, it is worthwhile to think
about transitions as a lifelong reality (see Price & Patton, 2003), as dramatic transitions will occur early
in life as well as later in life. T ransition is a concept that implies change and movement. For students
who are in school, change and movement occur throughout their school careers. Without question,
many transitions occur on a daily basis (e.g., moving from one task to another within a cl assroom
situation); other transitions involve major changes (e.g., moving from primary school to secondary
school). While all of these transitions are worthy of discussion, this article will focus on one particular
transition that we feel is especially imp ortant for special needs students. This transition is the one when
formal schooling ends and life after school begins. The overall theme that is promoted in this article is
the fact that, with appropriate transition assessment and planning, special needs s tudents are more
likely to have what is referred to as a “seamless” transition to adulthood. It is true that some students
can achieve a successful transition from school to life after school without assistance provided by
school-based personnel. Our point is that the probability of success is improved when we do not leave
this important transition to chance. These articles will cover the following topics. The first section
presents ideas related to what “successful adult functioning” means. The second sect ion provides a
discussion of the basic concepts related to transition, as this concept applies to students who are about
ready to leave school. The third part of the article reviews existing literature in terms of what we know
about transition services. Th e fourth part of the article introduces a transition planning process that can
serve as a framework for implementing a successful transition program for special needs students. This
section offers a number of recommendations for school -based personnel to consider. The last section
highlights the major points that we believe are key to the successful transition of youth to life when
school ends. The relationship between transition planning/coordinating interventions and transition
outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of
31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the
transition intervention framework of Kohler and Field (2003) the findings of this review support the
efficacy of student-focused planning and student -development interventions in improving the
transition-related outcomes for youth with disabilities. There were not an adequate number of studies
meeting minimal standards of methodologica l adequacy to assess the efficacy of family involvement,
collaborative service delivery, and program structure interventions. Implications for practice are
suggested as well as directions to the reader to locate more detailed descriptions of how several
interventions associated with student -focused planning and some areas of student development might
be acquired and implemented in secondary educational environments. Four regional focus groups
comprised of 28 Virginian parents of adolescents with disabilitie s were reviewed. The purpose of this
study was to gain a deeper understanding of (a) Virginian families’ experiences in transition planning, (b)
family relationships with school professionals in the transition planning process, and (c) implications for
policy and practice that promote and enhance the full participation of all families in transition planning.
Based on the dialogue with family members in these focus groups, we found that parents of adolescents
with disabilities consistently identified the qua lity of the relationship they had with service providers as
the key factor that affected the family’s involvement in transition planning. Based on the insights gained
from this study and the existing literature, we designed a model that illustrates the pot ential positive or
negative cycle that occurs as families and professionals interact around transition planning. This model
can serve to evaluate and develop effective practices for involving families in the transition planning
process. The career developm ent and disability knowledge of 97 students with learning disabilities from
three postsecondary institutions in the Midwest was examined through semi‐structured interviews.
Students with disabilities who were eligible for services while in high school gene rally did not engage in
transition planning as required by federal law. Their career development activities were limited despite
having unique career needs. The majority of students had difficulty describing their disability and its
impact on their career exploration and planning. For students with learning disabilities at the
postsecondary level, career development services should be provided, including training in self‐advocacy
and career exploration in the first two years. Instruction in career self‐mana gement skills should be
ongoing. Systematic research into the school -to-work (STW) transition of young people with mild
disabilities, a relatively new emphasis in education, has produced a wealth of information about factors
associated with adult employmen t. Further, legislative mandates and recent educational reforms related
to transition and access to the general curriculum have generated useful policy discussions about how
schools can best support young people with disabilities to overcome documented bar riers to work.
However, theoretical perspectives embedded in and generated from research, policy, and practice on
STW transitions of young people with disabilities are rarely discussed. The intent of this article is
fourfold: (a) to summarize current resea rch and models of practice on STW transition within the field of
special education, (b) to identify implicit yet infrequently named theories in our research and practice,
(c) to make connections to STW theories outside special education, and (d) to suggest how emerging
perspectives can shape future research.
intruction paper.docx
DIRECTIONS – A critical analysis is your reaction to the information in an article and your evaluation of
the manner in which the information is presented in the artic le. The purpose: To go beyond the facts in
the articles and to realize that not all printed information is accurate, correct, or complete. As you
conduct your research, take special note of opposing points of view for each topic or theme you are
developing. Finding differences of opinion between scholars is very valuable to your work, so do not lose
track of the sources where you discover them. Bring these scholarly tensions to light as you write your
review so you can add depth to your literature review.
This critical analysis section of this assignment should be 1) four complete pages, typed, using
APA7
th
edition format. 2) The title page is an additional page; and 3) the reference page is another
additional page – A total of 6 pages for this assignm ent.
1. Select one topic from those listed above.
2. Select three or four peer-reviewed journal articles to use in your paper.
3. List the pointsarguments the author uses to support the topic or make his main points as the
articles relate to your topic.
4. Evaluate the authors’ presentation in each article. In other words, how well did the author makes
his/her point or supports the thesis of your paper.
5. Continue analyzing your assignment by including a minimum of four of the areas listed below.
Criticize the facts or lack of facts, the organization, the tone, the author’s credibility.
Who wrote the articles? What do you know about the authors?
Are the articles straight news reporting, a commentary on some event or situation, an
editorial? Is it just the facts or a discussion of something that has happened?
Do the authors appear objective? What kind of language does the author use? Is it
emotional?
Are the facts correct, clear? Do they “seem” accurate. Is the information complete?
Does it appear that some important facts are omitted?
Do the writers appear to know the subject matter? As you read the articles, do you
“feel” that something is missing? Is it logical? Does it present support for his/her
argument?
Is there a clear thesis? Is it adequately supported with facts and data? Are inferences
made?
How is the material organized, for example
A. Chronological order
B. Comparison/contrast
C. Definition
D. Cause/effect
E. Problem/solution
source one.pdf
Examining the Quality of Secondary Transition Plans Against
Research-based Criteria in Preparing Students with Disabilities for
Postsecondary Success
Vickie Miller-Warren
As required by law a transition plan is supposed to be designed to clearly define a
student’s postsecondary goals by addressing the strengths, needs, and interests
of the student in order to develop an appropriate curricular plan and community-
based instruction necessary to meet the student’s outlined postsecondary goals
(Collet-Klingenberg & Kolb, 2011; IDEA, 2004). This study examined the secondary
transition plans of students with disabilities, who graduated in 2011 from a small
rural school district, for quality based on a set of research-based criteria in
preparing the students’ to meet their desired postsecondary goals. Although the
majority of the transition plans were found to be inadequate in quality according
to the set research-based criteria taken from a combination of sources including
the National Secondary Transition Technical Assistance Center (NSTTAC, 2008)
Indicator 13 checklist, the Individuals with Disabilities Act (IDEA, 2004) regulations,
and Johnson’s (2003) Parent and Family Guide to Transition Education and
Planning, implications for practice were discussed.
Keywords: outside agencies, postsecondary outcomes, secondary
transition plans, special education, students with disabilities.
The transition planning process is
supposed to be created based on students’
needs, preferences, and interests along with
collaboration from students, school staff,
parents, and outside agency representatives
(IDEA, 2004; Collet-Klingenberg & Kolb,
2011; Angell, Stoner, & Fulk, 2010). The
IDEA (2004) requirement under Indicator 13
states that students 16 years old and above
must have an active transition plan that
includes appropriate measurable
postsecondary goals that will reasonably
enable the students to meet the
postsecondary goals; however, the quality of
the secondary transition plans from a
sample of graduates with disabilities’ from
the class of 2011 did not meet the proposed
criteria for a sound plan.
Students with disabilities often face
challenges such as lagging behind their
nondisabled peers in employment and
educational opportunities (Clark & Unruh,
2010; Collet-Klingenberg & Kolb, 2011; Lane,
Carter, & Sisco, 2012). Of the students with
disabilities who ultimately graduate from
college, it often takes them double the time
Vol. 4, No. 1 June, 2015
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 2
to complete their degrees in comparison to
their nondisabled peers (Barber, 2012; Clark
& Unruh, 2010; National Council on
Disability, 2011). Students with disabilities
are less likely to obtain employment,
education, or income on the same level as
their nondisabled counterparts (Clark &
Unruh, 2010; Lane, Carter, & Sisco, 2012).
Although some research reveals that more
students with disabilities have more access
to services that help with securing
postsecondary education and employment
placement, many students are not aware of
the services or properly prepared to access
the services (Lane, Carter, & Sisco, 2012).
Many of the postsecondary challenges that
students with disabilities face are linked to
poor preparation for postsecondary success
as a result of poor secondary transition
planning (Angell et al., 2010; Barber, 2012;
Herbert, Lorenz, & Trusty, 2010).
According to federal law, transition
services must be provided to high school
students with disabilities to help them
achieve postsecondary outcomes in
academia or employment (IDEA, 2004).
Under the Individuals with Disabilities
Education Act (IDEA), transition services
should be results-oriented and focus on
improving the academic and functional
achievement of students with disabilities to
facilitate their movement from secondary
activities to postsecondary activities (IDEA,
2004). Research by Herbert et al. (2010)
showed that successful transition planning
must involve the students, their families, and
an effective transition team in order to
achieve long-term ongoing success for
students with disabilities. Many transition
plans written at the secondary level are
merely pro forma and are written more for
compliance rather than intention. According
to Collet-Klingenberg and Kolb (2011), just
writing down transition goals does not mean
that actual implementation of the goals will
take place. Under the IDEA (2004), transition
plans should build upon a student’s
strengths, preferences, interests, and needs
in order to maximize postsecondary success.
A transition plan should specify
student goals for successful transition from
secondary to postsecondary life.
Unfortunately, sometimes it is just a
document that leads to outcomes that
students could have achieved without a
written plan. A plan alone does not prepare
students for the postsecondary challenges
that they may face, such as few employment
and educational opportunities and low self-
determination (Morgan & Openshaw, 2011).
However, one’s contribution to society is
often examined by his or her ability to obtain
employment and/or obtain a postsecondary
education, but this is often a challenge for
students with disabilities (Clark & Unruh,
2010). With more and more students being
diagnosed with disabilities, successful
postsecondary transition planning is a
priority and more data is needed on how
well secondary educators prepare students
with disabilities for postsecondary
challenges so that they can lead more
meaningful lives (Angell et al., 2010; Herbert
et al., 2010; Morgan & Openshaw (2011).
The National Longitudinal Transition
Study-2 revealed that students with
disabilities are less likely to have checking
accounts, credit cards, and long-term
employment, and are less likely to enroll in
postsecondary education programs after
high school (Wagner, Newman, Cameto, &
Levine, 2005). The results of this study
highlight the need for the implementation of
more effective transition plans (Kellems &
Morningstar, 2010). Transition planning is
important in allowing students with
disabilities and their families to prepare for
life after high school (Mazzotti et al., 2009).
“The primary purpose of transition planning
is to clearly define the student’s
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 3
postsecondary goals by addressing and
defining student strengths, needs, and
desires in order to develop an appropriate
curricular plan, including academic and
functional coursework and community-
based instruction necessary to meet
postsecondary goals” (Mazzotti et al., 2009,
p. 45).
According to Dragoo (2006), the
National Dissemination Center for Children
with Disabilities (NICHCY) indicated that
transition is a change from adolescence to
adulthood that requires the areas of
postsecondary education, vocational
training, employment, independent living,
and community participation to be
considered in planning for students’
transitions from high school to adulthood
under the IDEA (2004). Federal laws for
students with disabilities such as IDEA (2004)
have been revised many times since the
original passage of the Education of All
Children Handicapped Act in 1975, but the
most significant revision in regards to the
transition process occurred in 1990 with the
new provisions to provide students with
disabilities with transition services such as
assessments, parent participation, and
student participation (Barber, 2012; Herbert
et al., 2010). Under federal law, transition
services include the following: coordinating
activities for students with disabilities to
promote movement from secondary
education to postsecondary education,
assessing the needs of students with
disabilities and providing services to address
those needs, curriculum and instruction,
related services, community experiences,
employment, and adult living (IDEA, 2004;
Kellems & Morningstar, 2010; Lane et al.,
2012).
Research reveals that although
transition goals are written down, the actual
implementation of the goals rarely take
place (Collet-Klingenberg & Kolb, 2011).
Price, Gerber, and Mulligan (2003) summed
it up best with the question, “Do school-age
transition programs… have a legitimate
curriculum, or are they delivering instruction
based on professional hunches rather than
the realities of the workplace” (p. 357). Gaps
in the literature still exist in determining the
impact that students’ secondary transition
plans have on postsecondary outcomes
when properly executed.
Purpose
The purpose of this study was to
examine the quality of secondary transition
plans in preparing students receiving special
education to successfully meet their
postsecondary goals. The quality of the
transition plans were assessed according to
a set of previously listed external best
practices criteria taken from a combination
of the National Secondary Transition
Technical Assistance Center (NSTTAC, 2008)
Indicator 13 checklist, the IDEA (2004)
regulations, and Johnson’s (2003) Parent
and Family Guide to Transition Education
and Planning.
Federal and state laws require that
students with disabilities leave high school
prepared for competitive employment,
higher education, and independent living;
however, many students with disabilities are
underserved from a legal and moral
perspective in that they are not always as
well prepared for postsecondary life as their
nondisabled peers (IDEA, 2004; Leandro v.
State, 1997). Many transition plans only
serve as written documents to comply with
the laws and are not serving their intended
purpose of leveling the playing field for
students with disabilities so that they can
access the same postsecondary successes as
their nondisabled peers. Until transition
planning is approached in a more competent
and helpful manner students with
disabilities will continue to be placed at a
disadvantage after completing high school.
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 4
This mixed-methods study examined
the impact of the quality of individual
education program (IEP) secondary
transition plans on the postsecondary
outcomes of graduates with disabilities.
Little research exists in comparing the
implementation of secondary transition
plans to the postsecondary outcomes of
students with disabilities regarding how the
quality and effectiveness of secondary
transition plans influence the postsecondary
success of students. The rationale for
conducting this study was to increase
understanding of the connection between
secondary transition plans and
postsecondary outcomes of students with
disabilities. This mixed-methods study
sought to answer the following research
question through utilizing qualitative and
quantitative data in assessing the secondary
transition plans of students with disabilities.
How does the quality of the
secondary transition plans of students who
graduated from a special education program
in 2011 meet the research-based proposed
criteria of a sound transition plan in
preparing the students for postsecondary
success?
Participants
Participants were chosen from a
purposeful sample of students from the
graduating class of 2011 who had IEP
secondary transition plans in place at the
time of graduation. The participants
consisted of 39 students with disabilities
from a small rural high school in a southern
state including Caucasian males ranging
from ages 18 to 20 (n=20), Caucasian
females ages 18 to 19 (n=8), African
American males ages 19 and 21(n=2), African
American females from ages 18 to 19 (n=5),
Hispanic males ages 19 to 21 (n=3), and a
Hispanic female age 22 (n=1). The students
came from various socioeconomic
backgrounds ranging from lower working
class to upper middle class families.
Procedure
Thirty-nine secondary transition
plans of students who graduated in 2011
with an IEP in place at the time of graduation
were evaluated through the use of content
analysis using an external set of criteria that
establish the makings of a sound transition
plan. Criteria from external sources of best
practices to assess the quality of the
transition plans by using keywords and
phrases that describe what a solid transition
plan should look like were used to conduct
the study. Keywords and phrases were
derived from research-based characteristics
of quality plans such as age appropriate and
measurable postsecondary goals; curriculum
and instruction services that prepare
students to achieve postsecondary goals;
student participation; consideration of
students’ strengths, needs, interests, and
preferences; outside agency and parent
input along with collaboration; and
identification of needed services by the
students in achieving their postsecondary
goals (Clark & Unruh, 2010; IDEA, 2004;
Johnson, 2003; NSTTAC, 2008). The
keywords and phrases were then used to
rate the quality of the secondary transition
plans.
Instrumentation. The rating scale
utilized to assess the quality of the transition
plans was based on construct validity
derived from the literature and the National
Secondary Transition Technical Assistance
Center (NSTTAC) Indicator 13 checklist
(IDEA, 2004; Johnson, 2003; NSTTAC, 2008).
The Indicator 13 checklist is used nationwide
by several school districts and it was
designed to check if IEPs meet the
requirements of Indicator 13 which
mandates that students 16 years old and
above have an active transition plan that
includes appropriate measurable
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 5
postsecondary goals based upon the
students’ transition service needs, age
appropriate transition assessments,
transition services, and curriculum and
instruction that will enable the students to
meet postsecondary goals (Alverson et al.,
2011; IDEA, 2004; NSTTAC, 2008). The
NSTTAC established a set of criteria that
details the components of Indicator 13 into
a checklist and the same criteria taken from
NSTTAC along with other criteria taken from
the literature was used to assess the quality
of the transition plans in this study (Alverson
et al., 2011; IDEA, 2004; Johnson, 2003;
NSTTAC, 2008). Based on the Indicator 13
checklist and construct validity derived from
the literature regarding the legal
requirements of the IDEA, a rating scale
ranging from 5-25 was developed to assess
the transition plans based on the amount of
keywords and phrases found in the plan that
best fit within each of the following five
external criteria of a quality transition plan
for the purpose of this study (Alverson et al.,
2011; IDEA, 2004; Johnson, 2003; NSTTAC,
2008):
1. The plan included age appropriate
and measurable postsecondary
goals.
2. The plan included curriculum and
instruction services that prepared
the student to achieve their
postsecondary goals such as higher
education, independent living,
competitive employment, self-
determination, and community
experiences.
3. The plan included student
participation and addressed the
strengths, needs, interests, and
preferences of the students.
4. The plan included outside agencies
such as vocational rehabilitation
agencies, mental health agencies,
and other servicing agencies along
with teacher and parent input and
collaboration.
5. The plan identified services that the
student needed from outside
agencies to achieve their
postsecondary goals.
The rating scale was broken down by
assigning 1 point for two or fewer keywords
and phrases, 2 points for three to five, 3
points for six to eight, 4 points for nine to
eleven, and 5 points for twelve or more
keywords and phrases. Once all of the
keywords and phrases were tallied, the total
rating for each plan consisted of 5-9 as poor,
10-14 as moderate, 15-19 as adequate, 20-
24 as good, and the top score of 25 as
exemplary. The established ratings were
used to determine the quality of the
transition plans and to answer the research
question regarding the quality,
effectiveness, and alignment of the plans
with the secondary curriculum in
successfully meeting the postsecondary
goals of the students.
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 6
Table 1
Keywords and Phrases Found in Transition Plans
Criteria Keywords/Phrases
1. age appropriate and measurable
postsecondary goals
employment, education, and training,
independent living, technical college,
higher education, college, university,
community college, competitive
employment, military, apprenticeship
budget, financial management , after
high school he/she will
2. curriculum and instruction services that
prepared the student to achieve their
postsecondary goals such as higher
education, independent living, competitive
employment
school staff, administrator, teacher
input, self-determination, self-
advocacy, curriculum of study, career
and technical
3. self-determination, and community
experiences
courses ,community experience,
training,
transition activities, postsecondary
services, technical college, higher
education, college, university,
community college, competitive
employment, military, apprenticeship,
student will pursue goal of
4. outside agency involvement, parent and
teacher input and collaboration
vocational rehabilitation, mental
health agencies, disability services
parent, teacher/staff, guardian, family
input, parent, guardian, or family
members
stated
5. identifiable services needed by the
student from outside agencies to achieve his
or her postsecondary goals
student, parent, teacher/staff input,
agency representative input,
vocational
rehabilitation, mental health agencies,
disability services, postsecondary
services, postsecondary mentors,
student support
Once all of the keywords and phrases
were tallied, the total rating for each plan
was assigned the established rating of poor,
moderate, adequate, good, or exemplary.
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 7
The ratings were then used to determine the
quality of the transition plans in meeting the
postsecondary goals of the students.
Results
The purpose of the research question
was to utilize research-based criteria to
assess the quality of the secondary transition
plans in preparing students with disabilities
for postsecondary success. The results of this
study revealed that the transition plans
failed in helping to prepare the students for
postsecondary success. s such as the
IDEA (2004), the Perkins Act (2006), and the
Leandro v. State (1997) ruling mandate that
students receive secondary instruction that
enables them to successfully engage in
postsecondary education and employment.
However, the majority of the students were
not properly armed with a secondary
transition plan aimed at helping them to
meet postsecondary challenges and their
intended postsecondary goals. The following
table reflects the results of the quality of the
secondary transition plans based on the
established rating scale of poor, moderate,
adequate, good, and exemplary.
Table 2
Transition Plans Ratings
Plan Criterion 1
keywords/
phrases
Criterion 2
keywords/
phrases
Criterion 3
keywords/p
hrases
Criterion 4
keywords/
phrases
Criterion 5
keywords/
phrases
Total Rating
1 2 3 2 1 2 10=Moderate
2 1 3 1 1 1 7=Poor
3 1 1 1 1 2 6=Poor
4 1 2 1 1 2 7=Poor
5 2 3 2 1 2 10=Moderate
6 2 1 1 1 1 6=Poor
7 2 2 2 2 2 10=Moderate
8 2 2 2 1 2 9=Poor
9 2 2 2 1 2 9=Poor
10 3 2 1 1 2 9=Poor
11 2 2 2 1 1 8=Poor
12 1 2 1 1 2 7=Poor
13 2 2 2 1 1 8=Poor
14 2 2 3 1 2 10=Moderate
15 1 3 2 1 2 9=Poor
16 2 3 2 1 1 9=Poor
17 2 3 2 1 1 9=Poor
18 2 3 2 1 3 11=Moderate
19 2 3 2 2 3 12=Moderate
20 2 1 3 1 1 8=Poor
21 2 2 2 1 2 9=Poor
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 8
22 2 2 2 1 1 8=Poor
23 2 3 2 1 1 9=Poor
24 1 2 1 2 2 8=Poor
25 2 3 2 1 1 9=Poor
26 2 3 2 1 2 10=Moderate
27 2 3 2 1 1 9=Poor
28 2 4 2 1 2 11=Moderate
29 2 3 2 2 2 11=Moderate
30 2 2 1 1 1 7=Poor
31 1 2 2 1 1 7=Poor
32 2 3 2 1 1 9=Poor
33 2 3 2 1 1 9=Poor
34 2 2 2 1 1 8=Poor
35 2 3 2 1 1 9=Poor
36 2 3 2 2 2 11=Moderate
37 2 3 2 1 2 10=Moderate
38 2 2 2 2 2 10=Moderate
39 2 3 2 1 1 9=Poor
Mean 1.85 2.46 1.85 1.15 1.59 8.89
The range of scores for the quality of
the plans was 7-12 and none of the
secondary transition plans met the criteria
under the adequate, good, or exemplary
range. Twelve out of 39 of the secondary
transition plans were found to be moderate
meaning that the rating fell between 10-14
based on the established rating scale used to
rate the plans. The remaining 27 plans were
found to be poor falling between the ratings
of 5-9 based on the established rating scale.
The average quality score of the plans was
8.89 and none of them rose above the upper
level of poor which was 9. Even in
eliminating the outlier scores (7 and 12), the
transition plans still yielded an average
quality score of 8.86, indicating that on
average the quality of the 39 transition plans
failed to meet even the lowest standard of
being considered moderately successful. The
mean of each criterion fell below the three
point rating meaning that none of the
secondary transition plans contained more
than five keywords or phrases
recommended by the literature to form a
sound plan.
Many of the plans consisted of filling
in the blanks on the prescribed secondary
transition plan template with many of the
blanks left unfilled. The template included
blank sections for the student’s needs,
strengths, preferences, and interests’
information, transition assessments, course
of study, education, employment, and
independent living postsecondary goals,
along with transition services such as
instruction, related services, community
experiences, employment, adult living skills,
daily living skills, and functional vocational
evaluations. Table 3 below demonstrates
the information provided on transition plan
templates.
Table 3
Transition Plan Template
IDEA transition plan template
required information
Percentage of
plans that
provided this
information
Percentage of
plans that failed
to include this
information
Percentage of
plans that
provided clear
and original
assessments of
the information
Students’ needs, strengths,
preferences, and interests
100% 0% 46.2%
Transition assessments
84.6%
15.4%
51.3%
Course of study
84.6%
15.4%
43.6%
Education postsecondary goals
92.3%
7.7%
25.6%
Employment postsecondary
goals
89.7%
10.3%
71.8%
Independent living
postsecondary goals
69.2%
30.8%
51.2%
Instructional transition
services
100%
0%
30.8%
Related services
94.9%
5.1%
28.2%
Community experiences
transition services
94.9%
5.1%
48.7%
Employment transition
services
100% 0% 58.8%
Adult living transition services 82.1% 17.9% 61.5%
Daily living transition services 89.7% 10.3% 10.3%
Functional vocational
evaluation transition services
92.3%
7.7%
7.7%
Although 100% of the transition
plans contained the required information
regarding the needs, strengths, preferences,
and interests of the students, less than half
(46.2%) of the plans provided clear
assessments of the information in regards to
the particular students. Eighty-four point six
percent of the plans included transition
assessments and 15.4% did not. Of the
84.6% of the plans that contained a course
of study for the students, less than half of
them (43.6%) provided clear and original
assessments of the information. The
majority of the plans (92.3%) contained
postsecondary goals in which 25.6% of them
were not derived from clear and original
assessments. Many of the plans (89.7%)
included postsecondary goals that provided
clear and original assessments at a rate of
71.8%. However, only 69.2% of the
transition plans included independent living
goals with 51.2% providing clear
assessments, but 30.8% of the plans did not
include any independent living goals at all
which defies the mandate of Indicator 13 in
helping students prepare for postsecondary
success.
All of the transition plans (100%)
included instructional transition services;
however, only 30.8% of them provided clear
and original assessments of this information.
Most of the plans contained transition
services of related services and community
experiences at a rate of 94.9% for both of the
transition services, and 28.2% of the plans
provided clear assessments of the related
services while 48.7% of the plans provided
clear assessments of the students’
community experiences. All of the plans
(100%) included employment transition
services and over half of them (58.8%)
provided clear and original assessments of
this information. Eighty-two point one
percent of the plans contained some form of
adult living transition services and 17.9% did
not. Although many of the plans (89.7%)
included daily living transition services, only
10.3% of the plans provided clear
assessments of this information for the
particular students. Also, a large amount of
the plans (92.3%) contained functional
evaluation information in the blank, but only
7.7% of the information provided clear and
original assessments of the information.
Approximately, 25% of the transition plans
were incomplete with one or more sections
left blank. Although many of the plans
provided some form of information in the
required blanks, a lot of the information
provided was basically for pro forma
purposes and did not pertain to the intended
outcomes of the students. All 39 of the plans
contained the words “not applicable” in at
least one or more blanks, which is
unacceptable because all of the information
requested on the transition plan template is
applicable as required under the IDEA
(2004).
According to Herbert et al.(2010), the
postsecondary outcomes of students with
disabilities will be limited if teachers do not
view the transition planning process as more
than just words on paper utilized to meet the
requirements of the law. The evidences in
Tables 2 and 3 suggest that the transition
planning of the class of 2011 graduates with
disabilities failed to meet even the most
basic legal requirements, not to mention the
failure to meet the particular and specialized
needs of the students. Therefore, the
answer to the question is that the secondary
transition plans were poor in meeting the
quality of the proposed criteria for a sound
plan and in preparing the students for
postsecondary success. The results indicated
that many transition plans were identical
and typically completed to provide
documentation to fulfill federal and state
requirements with little follow-up and
feedback to inform improvement.
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 11
Discussions
The transition process from high
school to adulthood is challenging enough
for most graduates but students with
disabilities face even more challenges with
the transition process (Robick, 2010). Many
students with disabilities face discrimination
due to their disabilities when looking for jobs
and the current state of the economy does
not ease matters for them. Although
secondary transition plans are designed to
support and prepare students for
postsecondary challenges, few deliver the
actual transition services such as curriculum
and instruction, related services, community
experiences, employment, and adult living
to address students’ needs (Kellems &
Morningstar, 2010). Collet-Klingenberg and
Kolb (2011) indicated that merely writing a
transition plan is not enough and that actual
implementation such as exposing students
to real-life experiences and delivering
adequate curriculum and instruction is the
best way to prepare students for successful
postsecondary outcomes.
The assessment of the transition
plans indicated that the plans were not well
written and the total mean rating of the
plans was an 8.89 of a possible 25 and the
total mean of the criteria was 1.78 of a
possible 5. All of the transition plans fell
within the scoring range of 7-12 which made
them poor or moderate based on the
transition assessment scale used for the
study, meaning that they were not sound
plans based on the literary criteria and that
systematic assessments of the quality of the
plans did not occur at the secondary level.
Even if the lowest score and highest score
were taken out of the total mean rating, the
mean score for the transition plans would be
8.86, which still equates to a rating of poor
on the transition rating scale. This is very
unnerving because federal and state
mandates require that students with
disabilities engage in secondary transition
planning activities that facilitate their
movement into postsecondary success and
all students are entitled to sufficient skills to
successfully engage in postsecondary
education and employment (IDEA, 2004;
Leandro v. State, 1997; Perkins Act, 2006).
Therefore, most of the secondary transition
plans proved to be merely written as pro
forma and were not properly designed to
meet the needs of the students in preparing
them for postsecondary success.
Implications for Practice
Based on the findings, the
implications for practice consist of the need
to improve and possibly overhaul the
secondary transition planning process
through the establishment of a system for
monitoring and accountability of the
regulations of federal guidelines regarding
transition plans by the administrators of the
teachers in charge of developing and
implementing the plans. High school
teachers need to establish a systematic
assessment of transition plans for quality in
preparing students for postsecondary
success. The results of the question
surrounding the quality of the secondary
transition plans support the need for
improving the secondary transition planning
process for students with disabilities.
Federal laws such as the IDEA (2004), the
Education of All Children Handicapped Act,
the Rehabilitation Act, and the Americans
with Disabilities Act were all aimed at
providing people with disabilities with equal
opportunities to education and employment
(Kellems & Morningstar, 2010). Despite such
laws, graduates with disabilities continue to
face significant challenges when it comes to
postsecondary success in the areas of
employment, education, and independent
living (Barber, 2012). Unfortunately, it
seems that no serious attention was taken
THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP, 4(1) 12
by the high school staff in developing the
secondary transition plans to ensure the
possible success of the school’s most
vulnerable citizens.
Limitations
This study was confined to a small
rural school district in the south and cannot
be generalized to other school districts. Also,
several of the teachers in the study who
wrote the transition plans were responsible
for writing more than one of the secondary
transition plans which led to many students
having identical transition plans. All of the
transition plans were written using a
required computer program format that was
used by the school district, in which the
teachers had to fill in the required blanks.
However, the format included all of the
federal requirements under the IDEA (2004)
of what a secondary transition plan should
consist of to guide the teachers in writing the
transition plans. Also, some of the
secondary transition plans were incomplete,
leaving out the intended postsecondary
goals of the students and the curriculum
alignment which may have contributed to
the lack of the graduates’ postsecondary
success. In order for secondary transition
planning to fulfill its intended purpose and
work the way that the laws intended,
teachers will need to stop viewing the
transition planning process as limited and
unnecessary and adhere more to federal
regulations so that more graduates will find
postsecondary success within the
reasonable intended outcomes of their
transition plans.
Conclusion
According to the IDEA (2004), schools
must include successful individual transition
plans in students’ IEPs that are monitored by
state and local school districts while
students are in high school and after
graduation. However, the results of this
study indicated that the majority of the
graduates’ transition plans were “cookie
cutter” plans often written by the same few
teachers with very little individuality for the
diverse needs of the students. Unlike their
regular education peers, students with
disabilities are limited in their postsecondary
options and writing their future off as just a
compliance requirement with little effort
and passion is an outrage. Until transition
plans and the entire transition process are
approached in a more competent and
helpful manner by teachers, parents,
students, administrators, and outside
agency representatives, students with
disabilities will continue to be placed at a
disadvantage after graduation.
References
Alverson, C. Y., Unruh, D., Rowe, D. A., &
Kellems, R. (2011). Post-school data
collection question bank. Retrieved
July 2, 2012, from University of
Oregon, National Post-School
Outcomes Center website:
http://www.psocenter.org/
Angell, M. E., Stoner, J. B., & Fulk, B. M.
(2010). Advice from adults with
physical disabilities on fostering self-
determination during the school
years. Teaching Exceptional
Children, 42(3), 64-75.
Barber, P. (2012). College students with
disabilities: What factors influence
successful degree completion? A
case study. Disability and Work
Research Report. Retrieved
December 3, 2012, from Rutgers
University, John J. Heldrich Center
for Workforce Development
website:
http://www.heldrich.rutgers.edu/re
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search/disability-employment
Carl D. Perkins Career and Technical
Education Improvement Act, 20
U.S.C. §2301 et seq. (2006).
Clark, H., & Unruh, D. (2010). Transition
practices for adjudicated youth with
E/BDS and related disabilities.
Behavioral Disorders, 36(1), 43-51.
Collet-Klingenberg, L. L., & Kolb, S. M.
(2011). Secondary and transition
programming for 18-21 year old
students in rural Wisconsin. Rural
Special Education Quarterly, 30(2),
19-27.
Dragoo, K. (2006). Transition 101. National
Dissemination for Children with
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nsition101.asp
Individuals with Disabilities Education Act,
20 U.S.C. §1400 et seq. (1990).
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Herbert, J. T., Lorenz, D. M., & Trusty, J.
(2010). Career assessment practices
for high school students with
disabilities and perceived value
reported by transition personnel.
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Johnson, J. (2003). Parent and family guide
to transition education and
planning: What parents and families
need to know about transition
education and planning for youth
with disabilities. Retrieved March
15, 2012, from San Diego State
University, Department of Special
Education website:
http://wwwrohan.sdsu.edu/~jrjohns
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Kellems, R., & Morningstar, M. (2010). Tips
for transition. Council for
Exceptional Children, 43(2), 60-68.
Lane, K. L., Carter, E. W., & Sisco, L. (2012).
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students with high-incidence
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249 (1997).
Mazzotti, V., Rowe, D., Kelley, K., Test, D.,
Fowler, C., Kohler, P., . . . Kortering,
L. (2009). Linking transition
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secondary transition planning
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Morgan, R. L., & Openshaw, K. P. (2011).
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30(2), 29-31.
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Wagner, M., Newman, L., Cameto, R., &
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Author Note
Contact: Vickie Miller-Warren,
[email protected]
source two.pdf
Revista Portuguesa de Educação
ISSN: 0871-9187
Universidade do Minho
Portugal
Patton, James R .; Kyung Kim, Min
The importance of transition planning for special needs students
Revista Portuguesa de Educação, vol. 29, núm. 1, junio, 2016, pp. 9-26
Universidade do Minho
Braga, Portugal
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doi:10.21814/rpe.8713
© 2016, CIEd – Universidade do Minho
The importance of transition planning for
special needs students
James R. Pattoni
University of Texas at Austin, USA
Min Kyung Kimii
East Tennessee State University, USA
Abstract
This article discusses the transition planning process for students with special
needs who are preparing to leave secondary school. The importance of doing
this has strong face validity, as one of the outcomes of education should be
preparing students to become productive and contributing citizens. A
systematic transition process contributes to the probability that students will
have better post-school outcomes. This article addresses five major areas.
First, an explanation of what might be considered successful adult functioning
is offered. Second, the key elements/concepts associated with the transition
process are discussed. Third, a brief summary of the literature on transition is
provided. Fourth, a model for considering how to conceptualize the transition
planning process is presented with the idea that following a system like the one
discussed can be very useful for addressing the transition needs of students.
Lastly, a list of how the school, family, and student can contribute to this
process is provided.
Keywords
Transition; Transition planning process; Post-school outcomes; Adult functioning
Introduction
Transitions are part of everyone’s life. Some are predictable while
others occur more spontaneously. Although this article is focused on the
transition from school to life after school, it is worthwhile to think about
transitions as a lifelong reality (see Price & Patton, 2003), as dramatic
transitions will occur early in life as well as later in life.
Transition is a concept that implies change and movement. For
students who are in school, change and movement occur throughout their
school careers. Without question, many transitions occur on a daily basis
(e.g., moving from one task to another within a classroom situation); other
transitions involve major changes (e.g., moving from primary school to
secondary school). While all of these transitions are worthy of discussion, this
article will focus on one particular transition that we feel is especially important
for special needs students. This transition is the one when formal schooling
ends and life after school begins.
The overall theme that is promoted in this article is the fact that, with
appropriate transition assessment and planning, special needs students are
more likely to have what is referred to as a “seamless” transition to adulthood.
It is true that some students can achieve a successful transition from school to
life after school without assistance provided by school-based personnel. Our
point is that the probability of success is improved when we do not leave this
important transition to chance.
This article will cover the following topics. The first section presents
ideas related to what “successful adult functioning” means. The second
section provides a discussion of the basic concepts related to transition, as this
concept applies to students who are about ready to leave school. The third part
of the article reviews existing literature in terms of what we know about
transition services. The fourth part of the article introduces a transition
planning process that can serve as a framework for implementing a successful
transition program for special needs students. This section offers a number of
recommendations for school-based personnel to consider. The last section
highlights the major points that we believe are key to the successful transition
of youth to life when school ends.
1. What is successful adult functioning?
To understand the importance of good transition planning, it is useful to
consider the outcomes associated with successful functioning in adulthood,
10 James R. Patton & Min Kyung Kim
which is a major goal of transition planning efforts. Figure 1 depicts a simple
conceptualization of the adulthood implications of transition. A brief
explanation of the model, starting at the far right, follows.
Figure 1 – Adulthood implications of transition
Source: Patton, J. R., & Dunn, C. (1998). Adulthood implications of transition.
Austin: jplearning4living. [Reproduced with permission]
In this model the ultimate outcome for which all transition efforts should
be directed is to help create lives that are characterized by the concept of
personal fulfillment. This concept relates closely to the notion of quality of life,
as discussed by Halpern (1993). Halpern suggested that quality of life – or
personal fulfillment – relates to three elements: happiness (transient state of
affect), satisfaction (feelings and behavior patterns associated with different
adult roles), and sense of general well-being (enduring sense of satisfaction
with one’s life). We believe that all that school-based professionals do with
students should be guided by the overriding theme of enhancing the students’
quality of life by imparting the means for them to be personally fulfilled.
To enjoy some sense of personal fulfillment, an individual must be
reasonably successful in meeting the challenges of everyday life, whether at
work, at home, in school, or in their community. Various references (Cronin,
11The importance of transition planning
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Patton, J. R., & Dunn, C. (1998). A Austin: jplearning4living.
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Patton, & Wood, 2007; Wandry, Wehmeyer, & Glor-Scheib, 2013) provide
listings of the major demands encountered in adulthood. People who feel that
they are personally fulfilled do not always deal successfully with the day-to-day
issues that arise in their lives; however, they are more likely than other
individuals to handle those issues successfully most of the time.
How does one become competent to deal with the daily challenges of
life? Three factors are essential. First, an individual must have knowledge of
an array of facts, procedures, and events that are part of his or her post-school
environments. Second, the individual needs to acquire specific skills typically
demanded in those settings in which the person must function. Third, the
person must identify, access, and use a host of supports and/or services that
will be of great assistance in dealing with everyday events – often, supports
are provided by family, friends, and other people who are part of the person’s
life. The interesting point is that everybody uses supports and services
throughout life and the idea of seeking such support is a natural part of life.
As can be seen in Figure 1, four factors share the responsibility for
preparing special needs students for adulthood. These four elements – school,
family, the student, and adult services – are intricately involved in the transition
process. Ideally, efforts to prepare students for dealing with the everyday
issues of adulthood begin early in school as part of the ongoing education of
students. This proactive approach to transition can be considered transition
education (Clark & Kolstoe, 1995).
It is important to recognize that the process whereby students are
taught the knowledge and skills, as well as connected to the supports and
services that they will need later on, is a shared responsibility. Whereas the
school should take the lead in this effort, the family, the student, and other
service providers also play critical roles. Depending on where a student lives,
other providers may not exist or may not contribute substantially to this
transition process. When this is the case, school-based personnel will likely
need to play a larger role.
2. Basic concepts of transition services
In the United States, transition services for special needs students
became a mandate in federal level special education law in 1990. This law,
12 James R. Patton & Min Kyung Kim
known as the Individuals with Disabilities Education Act (IDEA), required
transition services for students with special needs when they attained the age
of 16. This meant that an array of services would be initiated during the last
years of secondary education. It should be pointed out, however, that transition
services were being developed and implemented in many parts of the country
during the mid to late 1980s.
2.1 Rationale for implementing transition services
A number of reasons can be identified to explain why transition services
became a required component of the special education process in the United
States. One of the most compelling reasons that led to the requirement of
transition services was the data about the adult outcomes of many former
special needs students. Research that had been conducted as part of a
number of different follow-up studies substantiated a rather bleak picture of
unemployment/underemployment, few individuals living independently, limited
social lives, and little community involvement. In addition to the adult outcome
data, information related to graduation rates indicating high dropout rates
contributed to the movement to better prepare students for life after secondary
school.
2.2 Definition of transition services and implications for practice
The current version of the law, which was most recently reauthorized in
2004, defines “transition services” as:
a coordinated set of activities for a child with a disability that is designed within
a results-oriented process that is focused on improving the academic and
functional achievement of a child with a disability to facilitate movement from
school to post-school activities including postsecondary education, vocational
training, integrated employment, continuing adult education, adult service,
independent living, or community participation [§300.42(a)(1)].
This definition clearly conveys the fundamental goal of providing
activities in school prior to students’ graduation or completion of school.
However, the definition is somewhat broad and does not provide the level of
comprehensiveness that is needed to ensure that transition services have the
most effect on future success.
13The importance of transition planning
The definition that has been developed and proposed by the Division
on Career Education and Transition of the Council for Exceptional Children
provides a more elaborate description of the meaning of transition. Even
though this definition was developed a number of years ago, it still remains
relevant and useful for guiding work in this area. The definition reads as
follows:
Transition refers to a change in status from behaving primarily as a student to
assuming emergent adult roles in the community. These roles include
employment, participating in post-secondary education, maintaining a home,
becoming appropriately involved in the community, and experiencing
satisfactory personal and social relationships. The process of enhancing
transition involves the participation and coordination of school programs, adult
agency services, and natural supports within the community. The foundations for
transition should be laid during the elementary and middle school years, guided
by the broad concept of career development. Transition planning should begin
no later than age 14, and students should be encouraged, to the full extent of
their capabilities, to assume a maximum amount of responsibility for such
planning. (Halpern, 1994, p. 117)
2.3 Major domains of transition
Although the actual transition domains used in various regions in the
United States vary, a number of key areas for which transition assessment and
planning should be conducted can be identified. Table 1, based on the
domains used in the Transition Planning Inventory (2nd edition), lists 11
transition domains. The scope of these domains shows the type of
comprehensiveness that should be used when providing transition planning
and services. The table also provides a few examples of what each domain
covers. It is important to note that most special needs students do not have
problems in all of the domains; they often only have transition needs in some
of the areas. Nevertheless, all areas should be examined for transition needs,
as well as identifying transition strengths, as part of the process.
14 James R. Patton & Min Kyung Kim
Table 1 – Transition domains
Source: Patton, J. R., & Clark, G. M. (2014). Transition Planning Inventory (2nd ed.).
Austin: PRO-ED. [Reproduced with permission]
15The importance of transition planning
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Patton, J. R., & Clark, G. M. (2014). T
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2.4 Guiding principles of transition
Certain principles are essential to guiding the transition process for
special needs students. Patton and Dunn (1998) identified a number of guiding
principles that serve as a frame of reference for the implementation of
transition services. These principles have come from the professional literature
on transition and from actual practice and are listed below:
— Transition efforts should start early;
— Planning must be comprehensive;
— Planning process must balance what is ideal with what is possible;
— Student participation is essential;
— Family involvement is crucial;
— The transition planning process must be sensitive to family values
and cultural diversity;
— The identification of supports and services is extremely important;
— Community-based experiences and other activities are extremely
helpful in establishing needed transition skills;
— Having sufficient time to conduct a transition assessment, planning,
and instruction is crucial;
— The transition planning process should include a focus on the
student’s strengths as well as his or her needs;
— Ranking of transition needs might be necessary;
— Transition planning is beneficial for all students (Patton & Dunn,
1998, pp. 16-18).
3. What the literature informs us about transition services
In the past two decades, transition-related interventions have evolved
from theoretical- and empirically-based analyses into a multidimensional
service program for individuals with disabilities. To review the trends and
patterns of research studies on effective transition-related interventions, the
literature is organized by the research-based taxonomy developed by Kohler
and Field (2003). Kohler developed a taxonomy of transition interventions
(Kohler, 1996, 1998; Kohler & Field, 2003); this taxonomy posits five sets of
16 James R. Patton & Min Kyung Kim
school-related services to be delivered in secondary settings to enhance the
transition of post-school outcomes: (a) student-focused planning, (b) student
development, (c) interagency and interdisciplinary planning, (d) family
involvement, and (e) program structure.
Based on the transition intervention framework suggested by Kohler
and Field (2003), Cobb and Alwell (2009) reviewed the relationship between
interventions for transition planning/coordinating and the transition outcomes
for secondary-aged youth with disabilities using a total of 31 studies. Results
indicated that the (a) student-focused planning (e.g., student involvement in
transition planning, student involvement in transition-related activities, or self-
directed instruction of individualized education program [IEP]) and (b) student-
development (e.g., work awareness curriculum and instruction, vocational
training and transition planning program, career education instruction)
interventions have shown to be promising in improving the transition outcomes
of youth with disabilities.
Therefore, the (a) student-focused planning and (b) student-
development appeared to be important predictors that improve post-school
outcomes in three post-school outcome areas (i.e., education, employment,
independent living). Regarding the three outcome areas, Test et al. (2009)
conducted a review of the secondary transition correlational literature to
examine in-school predictors to post-school outcomes for students with
disabilities. Based on the review, they identified 16 in-school predictors of post-
school outcomes. Of the 16 predictor categories, the factors related to (a)
student-focused planning and (b) student-development were included in four
predictors (i.e., paid employment/work experience, self-care/independent
living skills, student support, inclusion in general education) that improved
post-school outcomes in all three areas (i.e., education, employment,
independent living). Additionally, seven factors (i.e., career awareness,
interagency collaboration, occupational courses, self-advocacy/self-
determination, social skills, transition program, vocational education) improved
outcomes for two areas (i.e., post-school education and employment);
remaining five predictors (i.e., community experiences, exit exam
requirements/high school diploma status, parental involvement, program of
study, work study) improved post-school outcomes for only one area (i.e.,
employment).
17The importance of transition planning
4. How to conceptualize the transition planning process
4.1 Student-focused planning
Regarding student-focused planning suggested by Kohler and Field
(2003), Richter and Mazzotti (2011) reviewed 16 articles related to Summary
of Performance (SOP) to promote transition-related outcomes given the
federal mandates indicating that the SOP is to provide the child with a
summary of the academic achievement and functional performance to assist
in meeting postsecondary goals (IDEA, 2004, section 614 [c]5ii). The majority
of articles (62.5%) were related to developing SOP documents in a way to
promote transition to adult life broadly (rather than a solely focus one adult
outcome area). From their review, they found some common suggestions for
the development of the SOP such as (a) student involvement, (b) use of
template, and (c) inclusion of comprehensive student information driven by
age-appropriate transition assessments.
Griffin (2011) further examined the student participation in planning and
reviewed 17 intervention studies on student IEP participation among high
school students with disabilities, focusing on the inclusion and performance of
culturally and linguistically diverse (CLD) students. The positive effects of
interventions and positive results for CLD participants were found on student
IEP participation by teaching students with various disabilities how to actively
participate in IEP meetings. Many interventions included commonly used
intervention components such as direct instruction, modeling, verbal
rehearsal, and role-playing.
4.2 Student development
Regarding student development, Storey (2007) reviewed 14 empirical
studies related to self-management strategies in supported employment
settings for individuals with disabilities that include a variety of techniques such
as the use of picture cues, self-recording, self-monitoring, self-recruited
feedback, self-reinforcement, auditory prompts, and self-evaluation. The
strategies were used separately or in conjunction with other approaches/
/strategies such as systematic instruction, and job coach supports.
The review by Landmark, Ju, and Zhang (2010), however, revealed that
two categories (i.e., work experience and preparation for employment) related
18 James R. Patton & Min Kyung Kim
to student-development were the most and the second most substantiated
practice among 29 studies on transition outcomes or practices for individuals
with disabilities. As a result of their review with a purpose of examining
empirically substantiated best practices in transition, they identified eight
transition-related practices, from most to least substantiated, based on the
number of studies that supported each practice were (a) work experience (i.e.,
having a job during high school), (b) preparation for employment (i.e.,
vocational and employment trainings), (c) family involvement, (d) general
education inclusion, (e) social skills training, (f) daily living skills training, (g)
self-determination skills training, and (h) community or agency collaboration.
4.3. Transition planning process
A model of transition assessment and planning is introduced in this
section. The model, shown in Figure 2, was originally developed by Patton and
Dunn (1998) and revised by Patton and Clark (2014). This model emphasized
the fact that the transition planning process is a multicomponent process. The
process begins in the early years of school and continues up until the time
when a student graduates or leaves school. We feel that each component of
the model is essential for ensuring that a comprehensive transition process is
provided to students. The following description provides an understanding of
the various components of the model.
Proactive transition education. This component refers to any activity
that typically occurs in the early levels of schooling that relate to later adult
outcomes. This phase includes the beginning stages talking about real life
topics and includes the first stage of the career education process.
Dream. This component of the model suggests that students should
have opportunities to “dream” about their future. It is extremely important for
students to have the chance to think broadly about what they want to do in the
future and where they want to do it. An important point, however, is that we
must provide these opportunities early enough so that students have an
opportunity to recognize whether their dreams are realistic or not.
19The importance of transition planning
Figure 2 – Transition planning process
Source: Patton, J. R., & Clark, G. M. (2014). Transition Planning Inventory
(2nd ed.). Austin: PRO-ED. [Reproduced with permission]
Determination of preferences, interests, and strengths. As a beginning
step in the “formal” transition planning process, we need to develop ways to
identify the preferences and interests of students in regard to careers and
other life-related areas. As noted previously, we should consider a student’s
strengths, and, as a result, we need to have tools for identifying the strengths.
Instruments like the Career Interests, Preferences, and Strengths Inventory
(CIPSI) (Clark, Synatschk, Patton, & Steel, 2012) offer efficient and effective
ways to accomplish this goal. The CIPSI is a computer (soon to be web-based)
instrument that is made up of four individual’s inventories: personal interests
survey; strengths survey; general preferences survey; and careers survey. The
instrument provides students with “four exploration experiences for… students
beginning the career planning process” (Clark et al., 2012, p. 4) and relates the
results from these experiences to Career Clusters areas. This process leads
to more detailed career exploration activities.
Comprehensive transition needs assessment. As the centerpiece, so to
speak, of this process is the determination of the transition needs that a
20 James R. Patton & Min Kyung Kim
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student has. It is very important to do this early in the process so that there is
sufficient time for knowledge and skills that a person develops transition plans
and to provide instruction and establish linkage activities when needed. An
important point that needs to be understood about this component of the
process is that, whatever tools are used to determine needs, these tools need
to be comprehensive so that all of the areas of transition are considered.
Further assessment of selected areas. Often there is a need to obtain
more detailed information about certain transition domains. When this is
necessary, we need to have an array of additional formal, but mostly informal,
assessment tools related to the specific transition domains available to be able
to establish more in depth information about certain areas when needed. The
resources that provide additional assessment tools include: Informal
Assessments for Transition: Employment and Career Planning (Synatschk,
Clark, Patton, & Copeland, 2007); Informal Assessments for Transition:
Postsecondary Education and Training (Sitlington, Clark, & Patton, 2008); and
Informal Assessments for Transition: Independent Living and Community
Participation (Synatschk, Clark, & Patton, 2008).
Transition planning. Upon completion of the assessment phase, actual
transition planning should commence. As noted in the model, two forms of
planning can and should be considered: instructional goals that are associated
with the “teaching of knowledge/skills” and linkage goals that are associated
with “linkage to support/services”. Instructional goals relate to the knowledge
and skills associated with transition skill areas that still need development.
Linkage goals refer to the connections that need to be made to those supports
and services that will be needed in the future.
Summary of performance. The United States federal law also
mandates that a summary of the student’s academic achievement and
functional performance, along with recommendations on how to help the
student in meeting their post-school goals, be developed prior to the student’s
leaving school. As Patton, Clark, and Trainor (2009) suggest, “the summary of
performance provision is focused on providing the student, as well as his or
her family, with information that will be useful in the future across a range of
settings” (p. 5).
It is our belief that this model can serve as a framework for schools to
provide a powerful and effective program for addressing the transition
21The importance of transition planning
strengths and needs of students who will be leaving school and entering a new
world of challenges.
Final comments
The transition planning process involves many different phases, as
shown in Figure 2 and discussed in this article. It is our thinking that schools,
families, and students themselves can contribute to this process to make it
successful. The following lists summarize the key points that we feel are
important ones to consider when conducting a comprehensive transition
planning process.
How schools can best prepare students for life after high school:
— Teach important life skills within the curriculum;
— Develop self-determination/ self-advocacy skills;
— Assess and plan comprehensively for transition needs;
— Provide instruction in relation to knowledge and skills needed for
adult living;
— Provide community-based experiences when possible.
How families can assist in the successful transition to adulthood:
— Become informed about the demands of adulthood and the
transition planning process;
— Participate in the transition planning process;
— Seek assistance when needed;
— Advocate for their children.
How students can contribute to the transition effort:
— Identify their own preferences and interests;
— Understand their strengths and their challenges;
— Get involved as a contributing member in the transition process;
— Know where and how to access supports and services.
22 James R. Patton & Min Kyung Kim
If the process specified in this paper is implemented as described, the
outcome is an increased probability that a student, and his or her family, will
be better prepared to deal with the demands of adulthood that the young adult
will face upon leaving school. In the United States, the transition assessment
and planning process is typically documented in the student’s IEP. However,
the long-term impact of effective transition planning is reflected in successful
adult outcomes for those students who benefit from systematic preparation for
life after secondary school.
References
Clark, G. M., & Kolstoe, O. P. (1995). Career development and transition education for
adolescents with disabilities (2nd ed.). Boston: Allyn & Bacon.
Clark, G. M., Synatschk, K., Patton, J. R., & Steel, E. (2012). Career interests,
preferences, strengths inventory. Austin: PRO-ED.
Cobb, B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth
with disabilities: A systematic review. Career Development for Exceptional
Individuals, 32(2), 70-81.
Cronin, M. E., Patton, J. R., & Wood, S. J. (2007). Life skills instruction. Austin: PRO-
ED.
Griffin, M. M. (2011). Promoting IEP participation: Effects of interventions, considerations
for CLD students. Career Development for Exceptional Individuals, 34, 153-164.
Halpern, A. (1994). The transition of youth with disabilities to adult life: A position
statement of the Division on Career Development and Transition, The Council
for Exceptional Children. Career Development for Exceptional Individuals, 17,
115-124.
Halpern, A. S. (1993). Quality of life as a conceptual framework for evaluating transition
outcomes. Exceptional Children, 59, 486-498.
Individuals with Disabilities Education Improvement Act [IDEA], 20 U.S.C. § 600 et seq.
(2004).
Kohler, P. D. (1996). Taxonomy for transition programming: Linking research and
practice. Champaign, Illinois: Transition Research Institute, University of Illinois
at Urbana Champaign.
Kohler, P. D. (1998). Implementing a transition perspective of education: A
comprehensive approach to planning and delivering secondary education and
transition services. In F. R. Rusch & J. G. Chadsey (Eds.), Beyond high school:
Transition from school to work (pp. 179-205). Belmont, CA: Wadsworth
Publishing.
Kohler, P., & Field, S. (2003). Transition-focused education: Foundation for the future.
Journal of Special Education, 37(3), 174-184.
23The importance of transition planning
Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition:
Fifteen plus years later. Career Development for Exceptional Individuals, 33(3),
165-176. doi:10.1177/0885728810376410
Patton, J. R., & Clark, G. M. (2014). Transition Planning Inventory (2nd ed.). Austin:
PRO-ED.
Patton, J. R., & Dunn, C. (1998). Transition from school to young adulthood: Basic
concepts and recommended practices. Austin: PRO-ED.
Patton, J. R., Clark, G. M., & Trainor, A. (2009). Summary of performance system.
Austin: PRO-ED.
Price, L., & Patton, J. R. (2003). A new world order: Connecting adult developmental
theory to learning disabilities. Remedial and Special Education, 24, 328-338.
Richter, S. M., & Mazzotti, V. L. (2011). A comprehensive review of the literature on
summary of performance. Career Development for Exceptional Individuals, 34,
176-186. doi: 10.1177/088572881139
Sitlington, P. L., Clark, G. M., & Patton, J. R. (2008). Informal assessments for transition:
Postsecondary education and training. Austin: PRO-ED.
Storey, K. (2007). Review of research on self-management interventions in supported
employment settings for employees with disabilities. Career Development for
Exceptional Individuals, 30, 27-34.
Synatschk, K. O., Clark, G. M., & Patton, J. R. (2008). Informal assessments for
transition: Independent living and community participation. Austin: PRO-ED.
Synatschk, K. O., Clark, G. M., Patton, J. R., & Copeland, L. R. (2007). Informal
assessments for transition: Employment and career planning. Austin: PRO-ED.
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P.
(2009). Evidence-based secondary transition predictors for improving
postschool outcomes for students with disabilities. Career Development for
Exceptional Individuals, 32(3), 160-181.
Wandry, D., Wehmeyer, M., & Glor-Scheib, S. (2013). Life-centered education: The
teacher’s guide. Arlington, VA: Council for Exceptional Children.
24 James R. Patton & Min Kyung Kim
A IMpoRTâncIA DA plAnIFIcAção DA TRAnSIção pARA oS AlunoS coM
neceSSIDADeS eSpecIAIS
Resumo
Este artigo analisa o processo de planificação da transição para a vida pós-
escolar dos alunos com necessidades especiais. Este processo tem uma forte
validade social, uma vez que uma das finalidades da educação é preparar os
alunos para uma cidadania plena. Um processo de transição sistemático
contribui para o aumento da probabilidade de estes alunos obterem melhores
resultados no período pós-escolar. Este artigo aborda cinco aspetos
fundamentais deste processo. No primeiro apresenta uma explicação do que
pode ser considerado adequado para um funcionamento bem sucedido como
adulto. No segundo analisa os elementos-chave/conceitos associados ao
processo de transição. No terceiro é apresentado um breve resumo da
literatura sobre transição. No quarto é apresentado um modelo que permite
conceptualizar o processo de planificação da transição, considerando que a
existência de um modelo deste tipo é útil na resposta às necessidades destes
alunos. Por último, são apresentados possíveis contributos da escola, família
e alunos para a planificação do processo de transição.
Palavras-chave
Transição; Planificação do processo de transição; Resultados no período pós-
escolar; Funcionamento do adulto
lA IMpoRTAncIA De lA plAnIFIcAcIón De lA TRAnSIcIón pARA loS
AluMnoS con neceSIDADeS eSpecIAleS
Resumen
El presente artículo pretende analizar el proceso de planificación de la
transición a la vida postescolar de los alumnos con necesidades especiales.
Este proceso tiene una sólida validez social, una vez que uno de los objetivos
25The importance of transition planning
de la educación es preparar a los alumnos para una ciudadanía plena. Un
proceso de transición sistemático contribuye a un incremento de las
posibilidades de que estos alumnos obtengan unos mejores resultados en el
período postescolar. Este artículo aborda cinco aspectos fundamentales de
este proceso. El primero constituye una exposición de lo que se puede
considerar adecuado para un funcionamiento exitoso del adulto. En el
segundo se analizan los elementos-clave/conceptos asociados al proceso de
transición. En el tercero se realiza una breve síntesis de la literatura existente
sobre la transición. En el cuarto se presenta un modelo que permite
conceptualizar el proceso de planificación de la transición, considerando que
la existencia de tal modelo resulta útil para responder a las necesidades de
estos alumnos. Finalmente, se aborda la contribución que pueden dar la
escuela, la familia y los alumnos a una planificación del proceso de transición.
Palabras-clave
Transición; Planificación del proceso de transición; Resultados en período
postescolar; Funcionamiento del adulto
Recebido em fevereiro/2016
Aceite para publicação em abril/2016
26 James R. Patton & Min Kyung Kim
All correspondence related to this article should be sent to: James R. Patton, Ed.D., Department of
Special Education, University of Texas at Austin, Sanchez Building, Rm 408A, Austin, Texas 78712
USA. Email: [email protected]
i Department of Special Education, University of Texas at Austin, USA.
ii Department of Teaching and Learning, East Tennessee State University, USA.
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