Transition Planning: Post 7

Assessing the Transition-Related Strengths and Needs of Adolescents with High-incidence Disabilities

This article discusses research surrounding transition assessments in regard to students with emotional and/or behavioral disorders (EBD) or learning disabilities (LD). For students with EBD or LD, certain things are unknown nearing the time of graduation including further education, employment, independent living, community participation, civic involvement, and other areas involving quality of life. Transition planning gives parents and students a platform to discuss future possibilities. As of 2004, the IDEA incorporated new language involving the role of assessment in transition planning. These assessments are designed to provide educational teams with information to align supports and services with the individual needs of youth with disabilities in order to monitor progress toward goals and make educational decisions. At one time transition assessments were focused on employment, but have evolved to include health, postsecondary education and training, community participation, leisure, and other areas that contribute to a higher quality of life.

The article also breaks down that transition assessments should be comprehensive, and strengths based (taking into account the child’s strengths, preferences, and skills), as well as incorporate multiple perspectives of the individuals who know the student well across different contexts. Parents are an especially important part of the planning process considering that postsecondary goals can be decided based on values and beliefs about family, community, adulthood, and disability and may also be associated with cultural identity.

I think this article did a great job of providing information as to why transition planning is important for students with EBD or LD, how parents fit into the planning, and how transitioning is about more than just employment, but instead any route a student may take in order to be successful. 

Carter, E.W., Owens, L., Sun, Y., & Trainor, A. (2009). Assessing the Transition-Related Strengths and Needs of Adolescents with High-incidence Disabilities. Exceptional Children, 76, 74-94.