Mary Rose Scalo
Published: 2010
Total Pages: 272
Get eBook
Due to a concern about the increasing number of students in the district diagnosed with autism, this action research study focused attention on the transition needs of students with significant disabilities. Prior to the inception of this study, this district had no transition program for students with significant disabilities. Individualized transition plans were lacking in evidence of student postsecondary career interests and other specific details needed in order to foster successful postsecondary transition. During the early stages of this research, the district hired a transition teacher, created a transition curriculum, implemented a transition course, established community-based instruction opportunities, and collaborated with local employers for site-based job opportunities. All of these efforts were designed to meet the specific needs of students with significant disabilities. This research used assessments, inventories, progress reports, student observations, surveys, and focus groups. Following the implementation of the aforementioned activities and instructional supports, improvements were noted in student attendance at IEP meetings, student participation in IEP meetings, details included in IEP transition plans, job skill knowledge, and employer understanding of students with significant disabilities. The major findings of this research underscore the importance of transition instruction for all members of this learning community. The transition curriculum offered these students instructional opportunities that resulted in the identification of practical career goals and the development of the skills necessary to meet these goals. When provided with the appropriate assessment tools, staff members developed more detailed and specific transition plans. Finally, when afforded support and Community-Based Instruction from the school personnel, employers expressed increased expectations for student employees with significant disabilities. Additional data gleaned from this action research points to the need to expand the current transition program to include more job and community opportunities for students with significant disabilities, consider the transition needs of students with other disabilities, revise the content area curriculum to meet the instructional needs of students with significant disabilities, and raise awareness regarding student transition needs. Future research is required to obtain longitudinal data regarding the effectiveness of transition instruction and IEP transition plans.