The Council for Exceptional Children defines transition as: “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.” (Halpern 1994).
Thus, the impetus of transition involves the process of moving from the school environment to independent living and work environments. Transition is also applied to the move from elementary to middle school, middle school to high school, and high school to postsecondary education opportunities. Transition Planning is a process that helps individuals with disabilities and their family members and/or guardians to understand employment and community integration options that are available following graduation from high school.
The transition process necessitates interdisciplinary service...
References and Readings
- Halpern, A. S. (1994). The transition of youth with disabilities to adult life: A position statement of the division on development and transition, the council for exceptional children. Career development and transition for exceptional individuals. Fall, 17, 2.Google Scholar
- Higher Education Opportunity Act (HEOA) (PL110-315) of 2008.Google Scholar
- Individuals with Disabilities Education Improvement Act of 2004.Google Scholar
- Office of Special Education and Rehabilitative Services. U.S. Department of Education. (2017). A transition guide: To postsecondary education and employment for youth with disabilities. https://www2.ed.gov/about/offices/list/osers/transition/products/postsecondary-transition-guide-2017.pdf
- Wehman, P. (2012). Life beyond the classroom: Transition strategies for young people with disabilities (5th ed.). Baltimore: Brookes Publishing.Google Scholar