Transition Planning in Special Education

Transition Planning in Special Education
Transition planning is one of the most critical components of effective special education policy and program design. In fact, transition planning is required by law, ensconced in the Individuals with Disabilities Education Act (IDEA) (Carter, Brock & Trainor, 2012). Due to IDEA’s provisions for special education transition planning, the number of students with disabilities and special needs enrolling in colleges and universities has increased (Hamblet, 2014). Successful transition planning should also include college-level supports that extend special education services. As Hamblet (2014) points out, students with disabilities have a much lower rate of college completion rates versus the general population. Transition planning in special education warrants further study to improve outcomes for students with special needs whose successes in high school can and should carry over into higher education.
Self-Determination
One of the prevailing themes in the research on transition planning in special education is the role of self-determination. Self-determination has been shown to be instrumental in adult success in terms of employment achievement and community integration after the completion of high school (Shogren, Wehmeyer, Palmer, et al., 2013). Therefore, effective transition planning strategies aim to stimulate self-determination and self-efficacy. Self-determination can be cultivated through programs that empower students with special needs, paying close attention to individual preferences, strengths, and goals. Employment training during high school may also help to increase self-efficacy, which is linked to self-determination in terms of empowering the student to make choices that reflect their interests, needs, and strengths (Wehman, Sima, Ketchum, et al., 2015).
Expanding School-Family Partnerships
School-family partnerships are a key variable in student success, and especially with students with special needs. Stronger school-family partnerships can improve parental expectations of children with special needs; and positive parental expectation is in itself linked to student success (Wehman, Sima, Ketchum, et al., 2015). However, school-family partnerships also need to become more robust, including the input of siblings who are a critical part of the student’s social support system. As Hagiwara, Palmer & Hancock (2018) found, siblings are “frequently neglected members of family–school partnerships” even though “siblings of students with disabilities have many unique insights to offer, particularly during the transition planning,” (p. 1). In fact, research continually shows the importance of including input from multiple individuals or stakeholders in the lives of the student with special needs (Carter, Brock & Trainor, 2012). Of course, parents and teachers also have valuable input and need to collaborate on transition planning.
Summary and Research Proposal
A growing body of evidence reveals the importance of transition planning for special education students. Future research should focus on what constitutes effective transition planning, with suggestions for how to improve upon existing programs and services. Given the potential for students with special needs to achieve goals in either higher education or in the job sector, educators can work with family members to come up with creative options for career planning and personal development. The proposed research will summarize the existing body of literature on transition planning, offering suggestions for educators and administrators. Special education transition planning should involve both a collaborative approach that includes multiple stakeholders, and should also involve mentoring or internship opportunities that enhance student self-determination and self-efficacy. A pilot program could be introduced to help educators create a flexible yet evidence-based transition planning strategy easily adaptable for a diverse student population.


References
Carter, E.W., Brock, M.E. & Trainor, A.A. (2012). Transition assessment and planning for youth with severe intellectual and developmental disabilities. The Journal of Special Education 47(4): 245-255.
Hagiwara, M., Palmer, S.B. & Hancock, C.L. (2018). Sibling roles in family-school partnerships for students with disabilities during transition planning. Career Development and Transition for Exceptional Individuals, https://doi.org/10.1177/2165143418792045
Hamblet, E.C. (2014). Nine strategies to improve college transition planning for students with disabilities. Teaching Exceptional Childrean 46(3): 53-59.
Shogren, K.A., Wehmeyer, M.L., Palmer, S.B., et al. (2013). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education 48(4): 256-267.
Wehman, P., Sima, A.P., Ketchum, J., et al. (2015). Predictors of successful transition from school to employment for youth with disabilities. Journal of Occupational Rehabilitation 25(2): 323-334.