Student Involvement in the Transition Process
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abstract
Federal legislation requires students with disabilities be included in the transition process. Research findings demonstrate that when students with disabilities actively participate in the transition process, they achieve better postschool outcomes in postsecondary education, employment, independent living, and other adult life areas. Student participation starts from their involvement in transition assessment by expressing their preference, interests, and needs. They also need to be part of the team in planning and implementing transition services. To do so, students must develop and use adequate self-determination skills, and schools need to adopt effective processes to facilitate student involvement. A number of research-supported and evidence-based processes are available. Appropriate use of these processes will likely increase the active participation of students in the transition process and result in better transition outcomes.
