Series editor(s): Dr Anthony Rotatori
Subject Area: Education
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|Title:||Chapter 9 Transition planning, preparation, and implementation: collaboration and consultation at work|
|Author(s):||Kagendo Mutua, James Siders|
|Volume:||20 Editor(s): Festus E. Obiakor, Jeffrey P. Bakken, nthony F. Rotatori ISBN: 978-1-84950-954-1 eISBN: 978-1-84950-955-8|
|Citation:||Kagendo Mutua, James Siders (2010), Chapter 9 Transition planning, preparation, and implementation: collaboration and consultation at work, in Festus E. Obiakor, Jeffrey P. Bakken, nthony F. Rotatori (ed.) Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation (Advances in Special Education, Volume 20), Emerald Group Publishing Limited, pp.145-161|
|DOI:||10.1108/S0270-4013(2010)0000020012 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
The Oxford English Dictionary defines transition as “a passing or passage from one condition, action, or (rarely) place, to another; change.” This definition captures the essence of the transition as experienced by youth and young adults with disabilities as they move from school to postschool settings. Additionally, the definition also raises the issue that transition encompasses the existential experience not only of passing from one condition (of being a student/child to becoming a graduate/an adult) but also of the physical movement/passage (from school services to adult services) and the change therein. This chapter begins by providing a brief historical framing of transition both from the standpoint of legal foundations of transition and the findings from early research on the postschool outcomes experienced by graduates of special education. In addition, the impact of those findings is discussed regarding the formulation and articulation of transition as a mandated element in the educational planning for students with disabilities at the secondary level. Next, the chapter reviews the initial models of transition that were developed and/or proposed as a way for meeting the needs of secondary age students with disabilities as identified in research. The essential elements of transition expressed in the transition definition provided by Individuals with Disabilities Education Act (IDEA) of 1990 and subsequent amendments are then described. A discussion of issues related to the best and promising practices in transition concludes the chapter.
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