Abstract
The movement from secondary education environments to adult life environments, such as college, for students with disabilities has received a great deal of attention in the last decade. Much of this focus has been on the examination of research, policy, and education that affects students as they successfully transition out of high school. This special issue of the Journal of Disability Policy Studies offers a group of articles that discusses current issues and trends in secondary transition policy and practice. As the field of transition moves forward, it is important to consider the role secondary transition plays in the 21st century. Over the last decade, there have been a number of efforts to reform services for youth with disabilities at the secondary and postsecondary levels to ensure successful post-school outcomes. These include revisions to the transition mandate of the Individuals With Disabilities Education Improvement Act to make certain students with disabilities are prepared for post-school employment, education, and independent living. Furthermore, federal dollars have been allocated to help promote participation of youth with disabilities at the postsecondary level. All of these reform efforts have implications for the field of transition in regard to support programs and policies that can contribute to a high quality of life and successful outcomes for individuals with disabilities. This special issue attempts to address future directions for policy and practice that should be considered as the field of transition moves forward.
Of the six articles included in this special issue, four relate specifically to recommendations for policy and practice that support youth with disabilities at the secondary level to help ensure that they experience positive post-school outcomes. Mazzotti, Test, and Mustian (2014) provide an overview of secondary transition evidence-based practices (EBPs) and how they can support student skill development at the classroom level. The authors also look at evidence-based predictors of post-school success that can be used by state, district, and school personnel to evaluate and enhance secondary transition programs and practices. Mazzotti et al. provide implications for policymakers related to the identification and implementation of EBPs and predictors.
Fowler et al. (2014) address current initiatives in high school reform. They also consider implications for policymakers at the federal, state, and local levels in facilitating opportunities for students with disabilities to participate fully in high school reform efforts to ensure that these students are college and career ready.
Wehman et al. (2014) focus specifically on youth with autism spectrum disorders (ASD) and the transition from high school into post-school life. The authors begin by discussing key aspects of the transition process for these youth, including social and psychological development, high school curricula, and best practices that support skill development to prepare them for post-school employment and education. Wehman et al. offer suggestions for future research and discuss policy recommendations related to high school curricula and instruction, employment and internship development, dual enrollment in postsecondary education programs, and the importance of inclusion and social skills instruction for youth with ASD.
Prince et al. (2014) have written an update to Prince, Katsiyannis, and Farmer (2013) by reporting on postsecondary transition-related cases from 2012 and 2013 that were decided on the basis of whether a student was provided a free, appropriate public education (FAPE). Based on these six cases, Prince et al. summarize the district courts’ decisions and provide guidance for special education administrators.
Moving into postsecondary education experiences for the youth with disabilities, the remaining two articles focus specifically on recommendations for policy and practice that support youth with disabilities at the postsecondary level. In their discussion article, Plotner and Marshall (2014) offer guiding questions and recommendations that should assist college and university administration personnel and professionals in securing more seamless program development. They focus specifically on three issues that are central to postsecondary education program implementation and planning for students with intellectual disabilities: participant eligibility and admission, access to academic and nonacademic services, and the area of liability.
Finally, Oertle and Bragg (2014) offer a conceptual model, Transition to Community College (TtCC). Based on a review of the literature, the proposed model extends the work of Garrison-Wade and Lehmann as a revised transition framework to be used to guide the development and evaluation of disability policies, practices, and programs. Oertle and Bragg also extend recommendations for secondary and postsecondary leaders—as well as researchers—in examining policies and practices aimed at community colleges.
We hope these six articles provide the field of special education with information that will inform future policy and practice in secondary transition. We would like to thank the editors and staff of the Journal of Disability Policy Studies for supporting us in the development of this special issue. Last, we are thankful to the authors for their scholarly contributions.