The Perspectives of Transition Planning and Preparedness on Postsecondary Success Among Students with Disabilities

Abstract

This study aimed to examine the transition strategies that most commonly led to successful postsecondary transitions for students with disabilities within a school district in East Tennessee. The study sought to identify the support services, skills, and limitations that most influenced the postsecondary success of these students. The research was guided by three research aims and data were collected using focus groups to determine the perceived strengths and weaknesses of the postsecondary transition planning process. The data collected revealed three key areas of focus to help students with disabilities succeed. They were (1) the promotion and fostering of self-efficacy, (2) the setting of appropriate transitional goals, and (3) connections with outside agencies. Students who were successful postsecondary transitioners exhibited qualities in each of these areas. One major conclusion of the research was that students and their families should be introduced to agencies that help prepare them for both the social construct of life after high school and provide a more intricate system of support to aid in the transition to the postsecondary world. With attention to the goals and abilities of each student with disabilities, a framework of Person-Centered Planning can help establish a lens through which the transition planning process completed by IEP teams can focus and succeed.