Career Development and Transition for Exceptional Individuals

Adult outcomes for students with disabilities continue to remain below their peers without disabilities, and such poor postsecondary outcomes may be due to special education teachers who are unprepared to plan and deliver effective transition services. This study examined the perceptions of 557 middle and high school special education teachers from 31 states. A transition competencies survey was developed to collect data on teacher demographic variables as well as ratings of their levels of proficiency in (a) preparation to plan and deliver transition services, (b) satisfaction with transition training, and the (c) frequency with which they deliver specific competencies. Implications for including transition content in both special education personnel preparation programs and professional development opportunities for teachers of transition-aged youth are discussed.

This study examines the quantitative results of an evaluation investigating implementation of the Transition Outcomes Project in a midwestern state. Data collection and analysis consist of preevaluation and postevaluation of students' Individualized Education Programs (IEPs) using the Transition Requirements Checklist and include statistical analyses to evaluate the concept of “compliance” as reflected in the IEP content. Findings indicated (a) an overall increase in the frequency of IEP transition items that meet Individuals With Disabilities Education Act requirements and (b) general improvement between expected and observed frequencies of the 32 items from initial to follow-up review. Patterns of change vary considerably. More than half of the items were “in compliance” at prereview and postreview while others remained missing, changed from missing to present, or from present to missing. This article raises questions about the complexity of evaluating such a model and the kinds of information states and school districts need to improve the content of IEPs.

The purpose of this study is to determine (a) the patterns that existed in employment preparation courses offered by districts across a midwestern state and (b) the primary intent, primary method of instruction, and location of the classroom-based and work-based components of these courses. Findings indicated that (a) employment preparation offerings were limited, (b) career and technical education was the primary vehicle for delivering employment preparation, (c) the majority of employment preparation course work was offered in the classroom setting, (d) the intent of instruction for work-based-only courses was different from other delivery models, (e) the primary method of instruction in classroom-based-only courses was combined lecture and experiential, and (f) the method of delivering work-based learning differed by model.

This study examined responses from the Alabama Post-School Transition Survey to determine how students with and without disabilities compare in postschool outcomes. Responses provided information about the students' employment, residence, postsecondary education and training, barriers, perceptions of high school preparation, and interests and activities. Students with and without disabilities provided significantly different responses related to their personal interests and activities, postsecondary education and training, and residence. Students with and without disabilities provided similar responses to the questions related to high school preparation, employment, and barriers encountered since leaving high school. Implications of similarities and differences are discussed.

Students without disabilities traditionally either enter postsecondary education or seek employment after high school graduation. These outcomes are not routinely experienced by youth with disabilities, however. Instead, they often face an uncertain future—one that may include unemployment or underemployment, social isolation, or dependence, despite federal legislation designed to pave the way toward successful and fulfilling adult lives. To address these inequalities, the authors propose constructing new transition bridges, including (a) teaching students to become self-directed learners before they enter high school, (b) assisting students in identifying where they would like to continue their education or work and placing these students in these student-identified destinations before they exit high school, and (c) coordinating post-placement support services with either postsecondary educational institutions or local agencies that provide employment support.