Students' Participation in Transition-Related Actions A Qualitative Study

• Published in: Remedial and special education Vol. 20; no. 3; pp. 160 - 169
• Main Authors: Lehmann, Jean P., Bassett, Diane S., Sands, Deanna J.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA Sage Publications 01.05.1999; SAGE PUBLICATIONS, INC
• Subjects: Administrator Role; Disabilities; Education Work Relationship; Educational Researchers; High School Students; High Schools; Individualized Education Programs; Interpersonal Communication; Learning disabled young people; Parent Attitudes; Parent School Relationship; Preparation; Qualitative research; Student Participation; Teacher Attitudes; Teaching Methods; Transition; Transitional Programs; Urban Schools; USA
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/074193259902000307

The purpose of this qualitative study was to explore high school students' participation in transition-related activities. Findings indicated that teachers, students, and mothers did not perceive formal transition-related processes as occurring at school or home. Both teachers and mothers agreed that better communication was needed as well as administrative support to implement an effective transition process in which students can become involved. Conclusions drawn from the study are that (a) transition is more of a promise than a reality for many due to limited resources and confusion about roles; (b) transition meetings are an important venue for linking students' involvement to the transition process; and (c) although teachers and mothers desire student involvement, achieving this involvement will require changes in everyone's roles.