2019/06/14 by Wendy Cavendish, David J. Connor, Louis Olander +1
Social Sciences · #Disability Education and Employment #Education Systems and Policy #Higher Education Research Studies
paper · doi:10.1080/09362835.2019.1625777
openalex publication_date 2019/06/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
High school students perspectives related to school facilitation of involvement of students in the transition process were examined. Qualitative interviews with 40 high school students with Learning Disabilities (LD) were conducted using a semi-structured interview protocol and a constant comparative approach was used in data coding. Qualitative analysis of interview data resulted in the emergence of three primary themes based on student perceptions of what works in transition planning related to (1) diploma options and course choice, (2) meaningful Individualized Education Program and Transition Plan involvement, and (3) opportunities to explore transition domains of career and college preparation. Implications for practice include a discussion of ways in which schools can facilitate meaningful student involvement in transition planning for graduation and post-school success.