Key Components of Model Transition Services for Students with Learning Disabilities

Abstract

Secondary-based transition programs are developed to provide instruction and support for students in transition from school to adult life. Often such programs are general in scope and designed to serve a number of students who share common characteristics (e.g., all students with mild disabilities). However, this type of program design may not adequately address the specific problems or needs of students with learning disabilities. To identify the key components of transition programs for individuals with learning disabilities, nine model programs were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and follow-up/follow-along. Together, these seven components appear to provide students with learning disabilities a set of key services and experiences needed to successfully transition from secondary/postsecondary education to employment and adult life.

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