Qualitative study examines transition processes experienced by adolescents with disabilities and their parents. The results indicate 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 with communication from school staff, assumptions made about the student, funneling of the student into traditional adult service programs, and schools’ lack of accountability. Students who were engaged in the transition process experienced inadequate transition planning. The article presents strategies for improving transition planning.
Hetherington, S. A., Durant-Jones, L., et al. (2010). “The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning.” Focus on Autism & Other Developmental Disabilities 25(3): 163-172.