Individual Transition Plans

Abstract

A descriptive analysis of transition plans for students with learning disabilities was conducted across 14 school divisions in Virginia. The results indicate that community representatives rarely participate in formal transition planning meetings for these individuals. In light of what is known about the postschool educational and employment outcomes of these students, it is essential that educators, family members, and students themselves receive training and technical assistance on how to use individual transition plans as planning tools for schools and community organizations to guide students with learning disabilities through the transition process.