The Involvement of Youth,Parents,and Special Educators in Determining Transition Services

Abstract

Transition planning is an essential component of preparing transition-aged youth with intellectual and developmental disabilities (IDD) to plan for and attain their postsecondary goals. The Individuals with Disabilities Education Act (IDEA) requires transition planning to include transition services, including instruction, related services, community experiences, development of employment and other post-school adult living objectives, and if appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation. Understanding how youth with IDD, their parents, and their special educators select transition services can facilitate a more holistic understanding of transition planning including identifying which services may be most beneficial. The research team completed individual interviews with 18 participants including youth with IDD, their parents, and their special educators (i.e., six youth–parent–teacher triads). Overall, youth and parents reported limited involvement in selecting transition services. Across participants, facilitators to involvement included parent knowledge, perceptions of youth attributes, and programmatic characteristics, such as transportation. Participants varied in what they found to be the most beneficial transition service in the transition to adulthood. Implications for research and practice are discussed.

Keywords

planning intellectual developmental secondary involvement

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