Transition In Students With Disabilities

Paper Summary:

The paper discusses how appropriate post-secondary education training facilitates the transition of students with learning disabilities (LD) into an increasingly complex and demanding world of work. The paper shows how successful transition planning involves multidimensional informal and formal assessment beginning early in the student's educational career. The paper looks at the trans-disciplinary transition model (TTM) and its phases of assessment, planning, training, placement and follow-up and examines factors that should be considered when structuring assessments for the students' transitions. The paper then discusses higher education's backlash against college students with LD and looks at how to minimize its effects.

Outline:
Introduction
Transition In Learning Disability
Trans-disciplinary Transition Model
Structuring Assessments for Transition Planning
Assessment and Services for College-Bound Students with Learning Disabilities
Summary

From the Paper:

"People with learning disabilities (LD) are a highly heterogeneous group whose ability to learn in one or more specific areas is impaired. Increasing numbers of persons with learning disabilities who are now entering college have been found to have special needs related to both academic survival and career development that are often unrecognized and unmet in institutions of higher education (Ohler, Levinson, Barker, 1996). Students with learning disabilities may require considerable intervention before vocational decisions can be made. As such, they are in need of, and required by law to be provided with, services that are designed to assist them in making the transition from high school to postsecondary education."

Sample of Sources Used:

• Alley, G. R., Deschler, D. D., Clark, F. L., Schumaker, J. B., & Warner, M. M. (2001). Learning disabilities in adolescent and adult populations: Research implications (part II). Focus on Exceptional Children, 15, 1-14.
• Anderson, W.T., Hohenshil, T.H., Buckland-Heer, K. & Levinson, E.M. (2003). Best practices in vocational assessment of students with disabilities. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology-II. Washington, DC: National Association of School Psychologists.
• Baxter, J. (2004). Transition needs of learning disabled students for success at postsecondary institutions. Unpublished manuscript.
• Biller, E.F. (2002). Career decision making for adolescents and young adults with learning disabilities. Springfield, IL: Charles C. Thomas.
• Bingham, G. (1998). Career attitudes among boys with and without specific learning disabilities. Exceptional Children 44, 341-342.

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