Strengths-Based Transition Planning: A Positive Approach for Students With Learning Disabilities

Abstract

Students with learning disabilities (LD) benefit from individualized transition services that address their strengths and assets. This article provides three steps to facilitate strengths-based transition planning: (a) independent and guided reflection, (b) assessment, and (c) alignment of strengths to each component of the transition plan. Sample materials provide guidance on identifying a wide range of strengths, (i.e., attributes, relationships, contexts, skills) and writing positive disability impact statements, present levels, goals, and services.

Keywords

transition planning learning disabilities strengths-based student involvement

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