The Use of Follow-Up Studies for Improving Transition Planning for Young Adults with Learning Disabilities

Abstract

This article describes the use of local follow-up studies for improving the effectiveness of transition planning for young adults with learning disabilities. It is argued that knowledge of the various idiosyncrasies of local employment and educational opportunities is vital for providing reliable and timely information and advice to high school students with learning disabilities who are planning their transition to the adult world. Three follow-up studies conducted in a large school district near Houston, Texas, are reviewed, and the use of follow-up data for improving transition planning is discussed. Recommendations are provided for conducting local follow-up studies.