Linking Transition Services to Student Outcomes for Students with Moderate/ Severe Mental Retardation

Abstract

The study sought to determine the impact of the transition mandate on student outcomes for students with moderate/severe mental retardation. Using a telephone follow-up protocol, I conducted interviews with the parents or guardians of all 1990 and 1995 graduates with moderate/severe mental retardation from three school districts in Washington State who chose to participate in this study. This study documented the postschool status of these two groups at one year and at six years out of school in several areas: employment; enrollment in postsecondary school or training; engagement in employment, education or both; and independent living. Interviews also were conducted with the families, teachers, and administrators of three 1990 graduates and three 1995 graduates of these school districts in order to document the link between the high school program and postschool student outcomes and the impact of the transition mandate on the high school program.

The survey data revealed similar outcomes for the graduates at one and six years out of school. Interviews with students, families, teachers, and administrators and a review of student records indicated that the high school programs have become more community-based, employment oriented, and age-appropriate with an increased emphasis on establishing linkages with adult service providers. These interviews also suggest several barriers to local implementation of the transition mandate, including the cost of providing community experiences and models of special education that may not support transition.

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