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Currently, there are several curriculums that have been developed that address transition needs and services, however, many of these programs are expensive and the quality of the program depends on teacher training and participation.  Teachers as well as other responsible disciplines are unsure of how to implement cohesive transition plans and they lack the resources needed to effectively implement transition services.  School Districts should be mandated to provide a comprehensive transition curriculum for every school to improve student post-secondary successful outcomes and provide teacher training to assist with its implementation.

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Throughout this literature review, there will be an examination. of cross discipline collaboration responsibilities to provide students with transition services.  It is important to focus on who is charged with the task to carry out the different aspects of transition such as “advances and innovations in interagency cooperation, access to postsecondary education and training, supported employment, transition planning, student and parental involvement in school and post-school decision making, development of adult living skills, and self-determination and self-advocacy, are all valued examples of previous and current efforts.” (Johnson, D., 2004)

Then the literature review will move on to evaluate current teacher preparation and licensing programs that offer transition courses and or require transition courses for completion.  Teacher preparation to implement transition services is a current problem that is a reoccurring theme throughout this research.  Finally, the literature review will take a look at the current outcomes and data that tracks student progress towards becoming viable citizens after graduation.  The analysis of the literature will tie in to the need for a required curriculum for transition.  Some existing curriculums created for transition will also be reviewed to help determine which areas of transition should be included in a district required curriculum.

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Next Steps/ Future Direction of the Research

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Next Steps/ Future Direction of the Research

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Moving forward, the information from the literature review has guided the research in the direction to take a more distinct look at teacher preparation and preparedness to assist and guide students in the transition process.  This is important because it will help to increase teacher confidence when transition planning and ultimately transfer to greater success for students with special needs when they enter the workforce or begin their higher education career.

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Throughout the literature review there is a consensus that there is not enough information available on the transition process and outcomes to help determine how to improve the process. A lot of the program evaluations that have been conducted on special education transition are outdated.

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1. Transition - “Transition services were defined in the 2004 reauthorization of IDEA, the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), as a results-oriented process, focused on improving the academic and functional achievement of the student with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.” (Cheney, 2012).

2. Multi-Disciplinary Team - A group composed of members with varied but complementary experience, qualifications, and skills that contribute to the achievement of the organization's specific objectives.

3. Rehabilitation Vocational Counseling - Transition specialists who work with students, suggest scholastic goals and career opportunities to work toward. Specialists guide their pupils to better time management, studying and organizational skills. They work with students to fix problems such as behavioral issues, neglect, abuse, addiction, and bullying. Transition specialists who work as career counselors identify their client's abilities, education, and training. These types of specialists account for people's interests, working on the interview, job searching and resume writing skills to help achieve their desired career.

4. Self-determination - Self-determination is a concept reflecting the belief that all individuals have the right to direct their own lives.
Individualized education program (IEP) - a map that lays out the program of special education instruction, supports, and services kids need to make progress and succeed in school.

5. Individuals with Disabilities Education Act - The Individuals with Disabilities Education Act (IDEA) is a federal law that requires schools to serve the educational needs of eligible students with disabilities.

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In Washington, DC, where I work, studies have shown that an alarming number of students with special needs that have graduated from high school do not attend college, a vocational program or start a career. Only 39% of students with special needs graduate and attend college or start a career (National Center for Educational Statistics, 2011).  This is partly due to the lack of skills and self-determination needed to transition into adulthood.  As suggested by Machi & McEvoy (2016, pg. 24-25), the perspective for the study is to look at education delivery on the transition services provided to students in grades 10 - 12 and analyze different programs to determine its effectiveness.

During my study, I plan to expose the lack of resources and programs that are available but are needed.  I will review current studies and data that shows that transition systems are not effective across the city and that our disabled youth are struggling throughout their lives to function independently.  In addition, I will show that very few colleges and universities have transition courses offered or as a requirement.  This leaves the burden to educate teachers on the schools.  However, many of the school leaders are unaware of the need for transition professional development and as a result, this area of study goes unnoticed and teachers are left to create their own curriculum which is likely to leave out important aspects of a successful transition.

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In what ways does lack of transition curriculum affect the outcomes of special education students after graduation?

What impact has universities that require transition courses had on special education teachers?

What elements of a transition curriculum need to be present for it to be effective?

What knowledge and skills are needed by the special education teacher to deliver transition curriculum?

To what extent has the collaboration between multidisciplinary teams affected transition services?

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My research goal is to explore other school systems/districts transition curriculum and analyze available data regarding how teachers implement the curriculum effectively and possible success ratings as well as their challenges. The data I will review is graduation rates, teacher satisfaction with the available transition resources and student progress after graduation ie. if they attended college or started a career. I will also review colleges, universities, and teacher training programs to identify their requirements for teachers in the area of transition and analyze if this requirement is sufficient enough to produce optimum results for students. Finally, I will analyze the collaboration between other organizations whose goal is to work with schools to help provide transition services such as vocational counselors.

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Providing Transition Curriculum to all Students as a District Mandate

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Providing Transition Curriculum to all Students as a District Mandate

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Tiffany Mason
November 16, 2018
EDU 815
Drexel University