Jeanne B. Repetto

Expanding Views on Transition

This position paper defines transition from the early childhood and secondary perspectives, proposes an infrastructure for an expanded definition of transition based on common components, and advocates for a seamless model of transition service delivery in general and special education. The model includes program planning from birth through age 21, and addresses curriculum, location of services, futures planning, multiagency collaboration, and family and student focus. The article presents guidelines for implementing this seamless transition model throughout early childhood, elementary, middle, and secondary school programs.

Connecting Student Outcomes with Transition Practices in Florida

This study investigated the relationships between transition program characteristics and positive post-school outcomes by examining the transition services database compiled over the past seven years from all 67 Florida school districts and the Florida Education and Training Placement Information Program (FETPIP), a post-school outcome management system. The results revealed emerging trends that mirror best practices identified in the literature and support the need for further investigation of the relationship between transition program characteristics and positive post-school outcomes for individuals with disabilities.

Perceptions of Transition Barriers, Practices, and Solutions in Florida:

To determine teacher working knowledge of transition best practices, the Transition Programs and Services (T-PAS) survey was administered to 2,000 middle and high school teachers and 70 school district transition contacts. Three questions were asked: (a) What barriers exist that hinder the transition process? (b) What effective practices facilitate the transition process? and (c) What suggestions do you have for improvement of the transition process? Analysis of information from each of the questions resulted in the identification of the same categories, themes, and subthemes across documents. Results show a need to (a) investigate the role of preservice and inservice preparation of teachers, (b) identify structures that enhance a teachers ability to facilitate transition processes, and (c) examine participation of students and other transition stakeholders in the activities crucial to transition planning.

Investigation of a Special Education Program in a Public Cyber Charter School.

For students with disabilities who are at risk of leaving high school without graduating, virtual schools have become a popular alternative to traditional schools. One promising approach to increasing graduation rates is to design learning environments that serve students with disabilities through the 5 Cs framework designed to increase school completion: Connect, Climate, Control, Curriculum, and Caring Community. A utilization-focused evaluation guided our investigation to determine the presence of and application of the 5 Cs in a special education program in a public cyber charter school. Specific examples are provided, and recommendations for practice and future research are discussed.

Individualized Transition Plans (ITP): A National Perspective

This research was supported in part by a contract with the Office of Special Education and Rehabilitative Services, U.S. Department of Education (Contract N. 300-85-0160). The opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education and no official endorsement by the Department should be inferred. FOR THE LAST 17 years, Taylor was enrolled in a special education system that has provided every professional service necessary to assure success in school. Appropriate programming and support services were provided in the least restrictive environment as outlined in an individualized education plan (IEP). Taylor was surrounded by a circle of friends including classmates and instructors all of whom offered support. While in school Taylor did well and seemed to be ready

Online Learning for Students with Disabilities: A Framework for Success:

Students with disabilities increasingly are choosing online learning experiences. Research-based interventions need to be applied to online learning to keep these students engaged in school. From the literature on students with disabilities who are at risk, we have identified five areas of impact that can contribute to student engagement. These “5 Cs” are learner control, a flexible and rigorous curriculum, a safe climate, a caring community, and connection to students as individuals and their future goals. The 5 Cs are discussed along with their application to online learning environments, and examples of current online programs employing these strategies are given.

The High School Experience: What Students With and Without Disabilities Report as They Leave School

Results of the Florida High School Exit Survey collected in 2006–2007 and 2007–2008 are presented. Participants include 2,520 students with and without disabilities across 40 school districts. Survey items cover questions relating to employment, postsecondary education and training, daily living, quality of life, agency connections, in-school experiences, and school-based work experiences. Findings suggest that students with disabilities feel better about knowing what they want to do after high school and how to achieve their goals but have few interactions with friends in social activities. Conversely, students without disabilities feel better prepared academically and participate more with friends in social activities. Identifying these trends can assist districts in improving school programs and student outcomes.

A Statewide Study of Knowledge and Attitudes Regarding Health Care Transition

In this article, the authors present the results of a survey of interagency transition council members that assessed familiarity with health care transition (HCT) and the inclusion of HCT-related goals in individualized educational plans (IEP). School personnel, agency representatives, and family members completed a total of 187 surveys. Respondents reported limited knowledge of HCT, and HCT-related issues were often not addressed through school-based transition activities. Respondents, however, reported a high level of interest in learning more about the issue of HCT. Implications of this research include the need to provide additional training to schools, agency representatives, and family members regarding the importance of expanding current educational transition practices to include HCT.

Career development: Preparation, integration, and collaboration

Although outcomes for adults with disabilities are improving, many do not have the same quality of life experienced by their peers without disabilities; they are unemployed, underemployed, have frequent job changes, and may not enjoy friendships or social interactions. To diminish the gap between students with disabilities and their non-disabled peers demands career development and transition planning from high school to post school activities. Students with support from their families, contacts, schools, and agencies can plan, prepare, and organize reasonable and efficient connections to employment, education and independent living options. This article will guide the reader through (a) the history and impact of career development, (b) a discussion about models of career development, (c) essential components and (d) how career development can be integrated into academic and community arenas. Finally, ideas for collaborative efforts that promote and enhance career development and transition are presented.

Expanding Transition to Address the Needs of Students With Invisible Chronic Illness

Many children with invisible chronic illnesses (ICIs) are living to adulthood, necessitating that they prepare for their future. Health care and education systems have different meanings and processes for transition, although both systems are designed to help young adults prepare for independence. As health care and educational services support and educate each child and the adult he or she will become, it makes sense for these systems to coordinate their services to improve student postschool outcomes. This article addresses the importance of coordination and collaboration between health care transition and education transition for youth with ICI. The authors present a model that may be used to guide the efforts to coordinate these two forms of transition along with recommending preliminary steps that can be taken to facilitate this merger.