Promoting Student Involvement and Self-Determination in Transition Planning for High School Students

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Authors
Sempf, Hannah
Venner, Kennedy
Koivu, Isabel
Sullivan, Connor
Advisor
Gilboy, Kathleen
Editor
Date of Issue
2024
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Title
Promoting Student Involvement and Self-Determination in Transition Planning for High School Students
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Abstract
Student involvement in transition planning is essential to increase self-determination and future success. The emphasis on student-led planning, parental influences, and the effects of transition services for students with disabilities enhances this transition. Our research addresses the gap in transition planning that high school students face. We seek to identify optimal strategies to enhance students' self-determination and post-graduation success. We have found the ideal strategies for support by drawing from a variety of perspectives, exploring the goals of students with disabilities during transition planning, and finding the best plan of action for these students. According to research, adolescents with disabilities who participate in transition planning have a higher chance of succeeding as adults. Students with disabilities who do not participate in their transition planning often experience barriers to achieving positive post-school outcomes. To achieve successful post-school outcomes, students and their families can overcome obstacles through effective transition planning. Providing students with opportunities to strengthen their self-determination is essential during the transition planning process. These opportunities focus on critical skills related to college and career readiness, such as problem-solving, ownership of learning, and academic engagement. As future educators, we are responsible for promoting student involvement and self-determination in transition planning. By providing the tools necessary for this process to be successful, we can ensure that those with learning disabilities can have the opportunity to be contributing members of society.
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Education