Transition planning and processes can greatly influence the quality of schooling transitions for students with learning disabilities. Student-focused planning and family involvement are two integral components of transition planning that do not always receive the emphasis that they deserve. The educational transitions of one student are examined through the lens of the student and her mother, with a focus on these two areas. These experiences are compared to research-based transition practices, with recommendations for improving the process for other students with learning disabilities in the future.
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