Forgotten but Crucial Aspects of Transition Planning for Inclusion

2020 ◽  
Author(s):  
Iva Strnadová
Keyword(s):  
Intellectual Disabilities ◽  
Family Involvement ◽  
Student Development ◽  
Independent Living ◽  
Sexuality Education ◽  
Transition Planning ◽  
School Outcomes ◽  
Self Advocacy ◽  
Transition Programming ◽  
Students With Intellectual Disabilities

Transition planning can increase positive post-school outcomes and inclusion for students with intellectual disabilities. Kohler’s Taxonomy for Transition Programming 2.0 is a useful tool for all stakeholders engaged in transition planning for this population. Grounded in research, the Taxonomy highlights five key practices: (a) student-focused planning; (b) student development; (c) interagency collaboration; (d) family involvement; and (e) program structures and attributes. Student-focused planning, and especially the student’s active involvement in transition planning, tend to be forgotten when it comes to students with intellectual disabilities. While transition planning is oriented toward positive post-school outcomes in areas such as employment, independent living, and education, there are still two areas that remain largely ignored for students with intellectual disabilities—self-advocacy and sexuality education. Teachers, parents, and other relevant stakeholders need to provide more opportunities for development of self-advocacy skills, and for sexuality education. Kohler’s Taxonomy for Transition Programming 2.0 can serve as a useful tool when planning on how to integrate these two areas into transition-focused education.

In Other Sources

2015 ◽  
Vol 38 (1) ◽  
pp. NP1-NP7
Author(s):  
Moira Konrad ◽  
Kristall J. Graham-Day ◽  
Karen M. Diegelmann ◽  
Paula E. Chan ◽  
Lauren Bethune ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Family Involvement ◽  
Student Development ◽  
Interagency Collaboration ◽  
Program Structure ◽  
Transition Programming ◽  
Professional Journals

This column provides brief summaries of transition-related articles published in 2012 in other professional journals. The 44 articles included descriptive, experimental, and qualitative research as well as program descriptions, conceptual papers, and practitioner pieces. All areas of Kohler’s Taxonomy for Transition Programming were addressed: family involvement, interagency collaboration, program structure, student development, and student-focused planning.

Supporting mentors working with students with intellectual disabilities in higher education

2017 ◽  
Vol 21 (2) ◽  
pp. 144-157 ◽  
Author(s):  
Amanda M Giust ◽  
Diana M Valle-Riestra
Keyword(s):  
Intellectual Disabilities ◽  
Time Management ◽  
Program Completion ◽  
Training Data ◽  
Self Advocacy ◽  
Behavior Skills ◽  
University Access ◽  
Students With Intellectual Disabilities ◽  
Ongoing Support ◽  
Academic Year

Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines the skills and activities mentors use during their weekly sessions with students with intellectual disabilities and identifies areas in which mentors may require further support or training. Data analysis revealed major themes related to inclusion, self-determination, and adaptive behavior skills. Upon review of the data, we suggest that mentors need ongoing support from transition programs especially in areas related to encouraging self-advocacy and supporting time management.

The Role of School District Interagency Transition Committees Within an Overall Collaborative Structure

1996 ◽  
Vol 27 (2) ◽  
pp. 63-68 ◽  
Author(s):  
Nancy E. Elliott ◽  
Paul A. Alberto ◽  
Susan E. Arnold ◽  
Teresa A. Taber ◽  
Marlene R. Bryar
Keyword(s):  
Intellectual Disabilities ◽  
Service Provision ◽  
Transition Planning ◽  
Local Level ◽  
Transition Services ◽  
Adult Service ◽  
Students With Intellectual Disabilities ◽  
State And Local ◽  
Collaborative Structure

Functional linkage between school and adult service agencies is an essential component of effective transition planning and service provision for students with intellectual disabilities. In order to provide effective outcome-based transition services, models for interagency cooperation were designed and written for state and local-level agencies which commit agency resources to realizing transition related outcomes. The purpose of this article is to present an overall three-tier interagency structure which provides a foundation for successful collaborative agency planning and service provision for students with intellectual disabilities.

Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice

2020 ◽  
Vol 44 (1) ◽  
pp. 28-45
Author(s):  
Therese M. Cumming ◽  
Iva Strnadová ◽  
Joanne Danker
Keyword(s):  
Intellectual Disabilities ◽  
Best Practice ◽  
Transition Planning ◽  
Research Policy ◽  
Large Body ◽  
Future Research ◽  
Policy And Practice ◽  
Transition Programming ◽  
Planning Processes ◽  
Students With Autism

AbstractStudents with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various transitions and contexts. The researchers aimed to use the current qualitative study to discover the transition planning practices used to support students with autism and intellectual disabilities in inclusive school settings when transitioning from primary to secondary schools and from secondary school to postschool life in New South Wales (Australia). The practices that emerged were then examined for alignment with the Taxonomy for Transition Programming 2.0. The inductive content analysis of interviews with 8 parents and 13 teachers indicated that although most of the areas of the Taxonomy are represented in the planning processes, there is room for improvement, particularly in the areas of formal individual education program and transition planning, student involvement, information sharing, and program assessment. The results highlighted the importance of formal student- and family-centred planning processes to the success of both transitions. The results were used to make further recommendations for future research, policy, and practice.

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