| Summary: | The Individuals with Disabilities Education Act (IDEA) of 2004 mandated transition
planning services for students with disabilities who are exiting high school and entering
the world of work or postsecondary education. Despite collaborative efforts between
educational institutions and various service agencies to facilitate transition from high
school to employment or continued education, students with disabilities appear to lag
behind their non-handicapped peers in these areas.
This study focused on transition planning for students with mild disabilities
enrolled in a community college in central Texas. The individual transition plans (ITPs)
of fifteen students who had self-declared to the college as having a learning disability
were obtained from the high school from which they graduated. The records were
analyzed for evidence of twelve essential components of transition planning
recommended in educational literature. The students were interviewed regarding their
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transition plans and what they viewed as factors necessary for success in college. Four
professional staff members of the Education Support Service, which serves students with
disabilities on campus, were also interviewed regarding how prepared the students were
for college work and what factors that promote college success should be included in
adequate transition plans.
The study investigated the adequacy and “fit” of transition planning as an
effective means of preparing students with disabilities for the reality of postsecondary
education. Knowledge gained from this study could assist public school special
educators to develop appropriate ITPs and inform practice in the field of secondary
special education in areas such as curriculum, collaboration with service agencies, and
assessment of transition service needs. === text
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