Assessing the Transition-Related Strengths and Needs of Adolescents with High-Incidence Disabilities

2009/10/01 by Erik W. Carter, Audrey A. Trainor, Ye Sun +1
Health Professions · Social Sciences · #Adolescent and Pediatric Healthcare #Disability Education and Employment #Retirement, Disability, and Employment

paper · doi:10.1177/001440290907600104

openalex publication_date 2009/10/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

Although meaningful assessment is considered the cornerstone of transition planning, little empirical guidance is available to inform this assessment process. This study examined the transition-related strengths and needs of 160 students with emotional and/or behavioral disorders (EBD) or learning disabilities (LD) from the perspectives of special educators, parents, and youth. Teachers rated youth with EBD as evidencing more substantial needs than youth with LD across all 9 planning domains. Student's ratings were significantly higher than those of their teachers and parents. Variability in the extent to which participants reported having sufficient information to assess each domain, as well as the extent to which they considered each domain to be relevant to planning, highlights the importance of incorporating multiple perspectives into transition planning.

Related

• Preparing for their Future: Perspectives of High School Students with Learning Disabilities about Transition Planning
• Self-Determination Perceptions and Behaviors of Diverse Students with LD During the Transition Planning Process
• Effect of Transition Planning on Postsecondary Support Receipt by Students With Disabilities
• Transition Goals and Experiences of Females with Disabilities: Youth, Parents, and Professionals
• Capacity building for youth with disabilities: principles and key ingredients identified through a scoping review