Sage Journals: Discover world-class research

Abstract

The purpose of this qualitative study was to explore high school students' participation in transition-related activities. Findings indicated that teachers, students, and mothers did not perceive formal transition-related processes as occurring at school or home. Both teachers and mothers agreed that better communication was needed as well as administrative support to implement an effective transition process in which students can become involved. Conclusions drawn from the study are that (a) transition is more of a promise than a reality for many due to limited resources and confusion about roles; (b) transition meetings are an important venue for linking students' involvement to the transition process; and (c) although teachers and mothers desire student involvement, achieving this involvement will require changes in everyone's roles.

Get full access to this article

View all access options for this article.

References

Bassett, D.S. , Patton, J.R. , White, W. , Blalock, G. , & Smith, T.E.C. (1997). Research issues in career development and transition: An exploratory survey of professionals in the field. Career Development for Exceptional Individuals, 20, 81-100.

Field, S. , & Hoffman, A. (1994). Development of a model for self-determination . Career Development for Exceptional Individuals, 17, 159-169.

Gilchrist, V.J. (1992). Key informant interviews. In B. F. Crabtree & W. L. Miller (Eds.), Doing qualitative research (pp. 70-89). Newbury Park, CA: Sage.

Glaser, B. , & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.

Hanley-Maxwell, C. , Whitney-Thomas, J. , & Pogoloff, S.M. (1995). The second shock: A qualitative study of parents' perspectives and needs during their child's transition from school to adult life. The Journal of the Association for Persons with Severe Handicaps, 20, 3-15.

Individuals with Disabilities Education Act of 1990, 20 U.S.C. 1400 et seq. (ERIC Document Reproduction Services No. ED 336 885)

Lincoln, Y.S. , & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.

Marshall, C. , & Rossman, G.B. (1995). Designing qualitative research (2nd ed.). Thousand Oaks, CA: Sage.

Miles, M.B. , & Huberman, A.M. (1994). Qualitative data analysis: A sourcebook for new methods (2nd ed.). Beverly Hills, CA: Sage.

10.

Morningstar, M.W. , Turnbull, A.P. , & Turnbull, H.R. (1995). What do students with disabilities tell us about the importance of family involvement in the transition process? Exceptional Children, 62, 249-260.

11.

Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.

12.

Powers, L.E. , Wilson, R. , Matuszewski, J. , Phillips, A. , Rein, C. , Schumacher, D. , & Gensert, J. (1996). Facilitating adolescent self-determination: What does it take? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 257-284). Baltimore: Brookes.

13.

Silverman, D. (1993). Interpreting qualitative data.. London: Sage.

14.

Storms, J. , DeStefano, L. , & O'Leary, E. (1996). Individuals with Disabilities Education Act: Transition requirements. A guide for states, districts, schools, and families. Eugene, OR: Western Regional Resource Center.

15.

Tesch, R. (1990). Qualitative research: Analysis types and software tools. Bristol, PA: Palmer.

16.

Ward, M.J. (1988). The many facets of self-determination. NICHY Transition Summary: National Information Center for Children and Youth with Disabilities, 5, 2-3.

17.

Ward, M.J. (1996). Coming of age in the age of self-determination . In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 3-17). Baltimore: Brookes.

18.

Ward, M.J. , & Kohler, P.D. (1996). Promoting self-determination for individuals with disabilities: Content and process. In L. E. Powers , G. H. S. Singer , & J. Sowers (Eds.), On the road to autonomy: Promoting self-competence in children and youth with disabilities (pp. 275-290). Baltimore: Brookes.

19.

Wehman, P. (1992). Life beyond the classroom: Transition strategies for young people with disabilities. Baltimore: Brookes.

20.

Wehmeyer, M.L. (1992). Self-determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27, 302-314.

21.

Wolcott, H.F. (1994). Transforming qualitative data. Thousand Oaks, CA: Sage.

Students' Participation in Transition-Related Actions

Abstract

Get full access to this article

References