Career Development and Transition for Exceptional Individuals

The goal of transition services is to improve the postschool outcomes for students with disabilities, but more than 10 years after the Individuals with Disabilities Act (IDEA) mandated transition services, students with disabilities are still exiting high school with significantly different postschool outcomes than their peers. Community-based instruction, work experience, family involvement, interagency collaboration, and postsecondary training have been highlighted as methods to improve student outcomes. This article identifies 101 community-based transition programs that incorporate community-based instruction, work experience, and postsecondary education especially designed for students aged 18-21 years old. Findings regarding disability populations, ages served, community locations, funding sources, interagency collaboration, and staffing of these programs are discussed.

A qualitative study, using the journals of 22 university students with disabilities, was conducted in order to learn more about their transitioning process and success in college. Findings include identification of the skills, abilities, and knowledge that college students with disabilities perceived as contributing to their transition to and success in college. The following major themes were identified. College students with disabilities (a) are insightful and reflective regarding their transition and postsecondary needs, (b) are college students first and foremost, (c) want and need access to disability-related knowledge, (d) want opportunities to develop the skills necessary to become self-determined adults, and (e) need opportunities to explore boundaries. If students with disabilities are to receive the kinds of educational opportunities and supports they deem important, more emphasis must be placed on person-centered planning toward self-determination.

Secondary administrators in one southwestern state answered a 10-question web-based survey about student preparation for and involvement in their IEP meetings. Almost half of the 456 building-level special education administrative contacts who received our e-mail request completed the survey. Administrators reported that their schools teach students about their disability, invite them to their IEP meetings, encourage their participation at IEP meetings, and solicit student opinions during the meetings. Few administrators expected students to lead their own IEP meeting. Responses differed by administrative role. Principals answered questions differently than special education directors and special education teachers working part-time as administrators. The administrators' perceptions of student involvement differed from the results of direct observations of secondary IEP meetings.

This article reports on the findings of a review of five introductory special education textbooks to identify the presentation of six transition-related concepts: self-determination, self-advocacy, employment, postsecondary education, community participation, and residential options. While all of the textbooks presented information on transition, the amount and type of coverage varied. Two textbooks discussed transition from a more global perspective, whereas the other three presented more specific, instructionally related information. Some of the textbooks tended to reinforce stereotypical post-school outcomes for students with learning, emotional, and cognitive disabilities. Based on these findings, given that an introductory special education course is often students' only exposure to transition-related concepts, instructors must supplement textbooks with additional information.

Supervisor perceptions of employee competence in areas of work, social, and personal demands of the job often determine success or failure for the supported employee. This study involved three workers with disabilities who participated in a supported employment program. After being successfully hired in a job of their choosing, problems arose that jeopardized the successful completion of the placement phase. The workers used individualized self-determination contracts to improve supervisor evaluations. Specifically, they completed daily self-determination contracts to plan their work outcomes, manage their tasks, evaluate their performance, and make adjustments for their next opportunity to work. Results indicated that all three workers used self-determination strategies to improve their performance and meet the expectations of their respective employers.