Student Involvement in Transition Planning: Unheard Voices

Abstract

Despite over a decade of attention to transition from school to adult life, relatively little has been written about the involvement of students with disabilities in transition planning, especially those with more significant disabilities. This qualitative research study involved eight students with labels of moderate, severe, or multiple disabilities and focused on the nature of their involvement in transition planning during their final year of high school. Teachers and parents made little investment in preparing students for their transition planning meetings. While these students were physically present for formal transition IEP meetings, none were active participants with designated roles. School personnel controlled meetings and interacted primarily with parents and other professionals. Adults spoke about students rather than with students. Information shared at these meetings often focused on student deficits. Student voices were often lost and their expressed interests were not always realized. While adults considered student transition outcomes to be positive, they had little or no connection to personal student goals. Recommendations are offered for increasing the involvement of students with disabilities in their own life planning.