Title

The lived experiences of adolescents with disabilities and their parents in transition planning

Document Type

Article

Publication Date

9-1-2010

Abstract

The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented. © 2010 Hammill Institute on Disabilities.

Publication Name

Focus on Autism and Other Developmental Disabilities

Volume Number

25

First Page

163

Last Page

172

Issue Number

3

DOI

10.1177/1088357610373760

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