Public schools providing adequate transition services

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    Introduction The transition from high school to postsecondary education, employment, and independence is an important milestone for all students. However, for students with disabilities, the complexity of this process increases exponentially. Transitions services are typically provided through public schools in order to ensure that young adults have the resources necessary to make a successful transition into adulthood (Wehman et al., 2009).

The purpose of this paper is to examine whether public schools are providing adequate transition services and programs for students with disabilities.This will be accomplished by reviewing recent research on special education law and policy related specifically to transitioning students with disabilities. History of Special Education Law and Policy In 1975, Congress enacted Public Law 94-142 which was later renamed the Individuals with Disabilities Education Improvement Act (IDEA) (Heward & Smith, 2010). This legislation mandated that children who had been identified as having a disability must receive free appropriate public education (FAPE), including access to supplemental aids and services tailored to their individual needs (Lombardi & Mandell, 2007). In 1997 Amendments were made requiring more attention be paid toward preparing these students for life after high school graduation; known as Transition Services (Blackorby & Wagner 1996). These required public schools develop Individualized Education Programs (IEPs) for each student based on their academic strengths/weaknesses along with “transition goals” such as independent living skills or vocational training support(Dunn et al., 2008). Current Research on Transition Services in Schools Studies have looked at how well schools are fulfilling IDEA requirements when it comes to supporting handicapped youths during their transitions into adulthood. A qualitative study done by Bartlett & O'Brien analyzed IEPs written between 2002-2006 for high school graduates who had learning disabilities(2008). Researchers found that while most IEPs did include some form of postsecondary goal setting only 39% included measurable outcomes such as job placement or college enrollment rates. When looking at specific areas like self advocacy or independent living skills even fewer IEPs had any objectives listed; just 8% regarding self advocacy strategies and 6% concerning independent living skills . Similarly another qualitative study conducted by Dunn et al., examined focus groups from various locales across seven states; this research also revealed many gaps in actual implementation of Transition Services outlined in IEPs(2008). Overall both studies concluded there exist significant shortcomings when it comes to helping disabled youth successfully enter adult life once they complete High School Conclusion  Overall findings suggest there is much room for improvement when it comes providing proper transitional supports necessary so handicapped youths can become successful functioning adults once they leave High School. More emphasis needs placed on developing achievable goals which directly measure success within essential areas such as employment , higher education achievements ,and independent living skills among others . Better oversight should also be implemented so we can hold each district accountable regarding these obligations collectively owed our disabled population References Bartletta S L & O'Brien M E.(2008 ). Postsecondary Goals Identified Within Individualized Educational Program Plans Of Youth With Learning Disabilities Who Graduated From High School 2000-2007: Inadequacy For Successful Transition To Adulthood? Journal Of Vocational Rehabilitation 29(1): 43 – 51 . Blackorby J& Wagner M.(1996 ).Transition Planning From Secondary To Postsecondary Settings: Part 1 Current Practices And Trends . Exceptional Children 62 :331–343ː               Dunna B H , Schalockb R L , Kregelc J , Brownd W H Fonda G P..(2008 ). Improving Outcomes For Students With Significant Disabilities Through Collaborative Transition Planning : Findings From Seven States Journal Of Vocational Rehabilitation 28 : 87 -96 Heward W L ; Smith T S A ..(2010 ). Exceptional Children An Introduction To Special Education 9th Edition New Jersey Pearson Educations Inc Lombardi A ; Mandella E P..(2007 )The Impact Of IDEA On Students With Mild Mental Retardation Remedial And Special Education 28 (2): 85 – 93 Wehman P ; RevellG ; BrookeV.; KarvonenM ; MartinJ ; Graham K …PalmerSb.(2009 ) Supported Employment Research Update: Promoting Positive Outcomes For Youths With Disabilities Exceptional children 75: 361 –378