Attaining a Just Future: A Critical Examination of Transition Practices for Students With Intellectual Disabilities

• In Event: Inclusive Transition: Preparing Students With Disabilities for Postsecondary Success

Abstract

This research study explores current and best practices in transition planning and programming for students with intellectual disability (ID) labels. By using multiple perspectives from a mix-methods survey and interviews with young adults with ID, parents, and professionals, we document current practices and trends in school-based 18-21-year-old transition programming. We apply disability studies in education theory in our analysis and unveil discursive justifications that interview participants used to describe transition program related experiences and choices. We center student voices, unveil misalignments between student goals and school practices, show best and problematic practices, and elucidate the role that parent advocacy played. Ultimately, we offer a framework for approaching transition programming that is person-centered, rather than systems-centered, and that upholds inclusivity.

Authors

• Jessica K. Bacon, Montclair State University

• Monika Sahal Tiwari, Montclair State University

• Fred Vinal, Montclair State University