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Article Excerpt
The "normalization" principle, presented by Nirje (1969), was the basis for application and research of transition needs and services for successful outcomes. At the core of the "normalization" principle is a philosophy of person-centered planning providing people with disabilities a foundation of community-based opportunities. Education in the least restrictive environment grew out of this movement and is the philosophy that continues to influence policy.
The process of moving from secondary education to post-school setting may seem straightforward. Then again, we know how difficult this shift can be from our own experiences, however for transitioning students with disabilities this process remains particularly unclear and in some cases nearly impossible. Madeleine Will (1984;1986), then United States (US) Office of Special Education and Rehabilitation Services (OSERS), Assistant Secretary, established transition as a priority including the necessity for collaboration and formal transition planning to meet the needs of students with disabilities as they left high school for the adult world especially for employment. As a result, the "Bridges From School To Working Life Program" was created in an effort to clarify and resolve transition issues. Halpern (1985) developed a more detailed model for transition planning and services that expanded consideration beyond employment to include residential living, community involvement, and family involvement. These real-life adult situations, similar to those of individuals without disabilities, provided the impetus for students with disabilities' access to community participation.
The passage of key legislation mandated transition planning, services, and interagency coordination. The Carl Perkins Vocational and Technical Education Act of 1998 (The Perkins Act), Individuals with Disabilities Education Act of 1997 (IDEA), and The Rehabilitation Act of 1973 changed the focus of transition planning from something that might happen to something that must happen (DeFur & Taymans, 1995). Reauthorized in 2006, the Perkins Act held schools accountable for graduation, post-secondary education, and employment outcomes of students enrolled in career and technical education including coordination among federally funded programs and agencies as well as secondary and post-secondary education entities. With the reauthorization of IDEA (2004) transition planning for students, no later than age 16 was mandated requiring the identification of professionals to assist in the transition planning process, emphasizing interagency collaboration. The Rehabilitation Act (1973) and its amendments (1992; 1998) parallel the mandates found in IDEA with similar emphasis on outcome-focused planning and collaboration. Each of these laws promotes transition planning, interagency collaboration, and self determination to improve the adult outcomes for students with disabilities.
Governmental discretionary funding has provided the incentives to promote legislative pathways in support of transition planning activities. Since 1983, the Office of Special Education Programs (OSEP), U.S. Department of Education, has funded more than 500 transition education and services projects. Federal funding has supported transition system change in 46 states as well as transition-related professional development for beginning and continuing educators and rehabilitation professionals (Kohler, 2003). Yet, even with theoretical, legislative, and federal backing, the transition outcomes of students with disabilities have not improved significantly ("Keeping the Promises", 2003).
Transition Into Adult Life
In general, transitioning into adult life can prove difficult for all students. These transition difficulties are manifested in limited education opportunities, low earnings, and lack of independent riving. Recent data show that one in five people, aged 18-34, do not finish high school. Of those who have earned a high school degree, only 19% have gone on to earn a college degree or higher (Rumbaut, 2004). In fact, the earnings of all people aged 18-34 are currently lower than their peers' earnings in the 1970s, 1980s, and 1990s. Furthermore, since the 1970s, the number of people in their 20s living at home with parent(s) has increased by 50% (Schoeni & Ross, 2004).
Often students with disabilities experience even greater challenges when transitioning from school to the adult world. Data continue to reveal that high school drop out and unemployment rates remain higher for individuals with disabilities than those of people without disabilities (Blackorby & Wagner, 1996; Cameto & Levine, 2005). In fact, two years post-high school completion; only 49% of youth with disabilities were employed. This rate was significantly behind the 63% employment rate of their peers without disabilities. Those youth with disabilities who are employed were likely to work fewer than 30 hours/week (average = 20 hours/week), with no or few benefits, and are in entry level jobs (Cameto & Levine).
Employment gaps between individuals with and without disabilities widen further as aging occurs. While only 37% of the 11.3 million working age (i.e., 21 to 64 years old) adults with disabilities are employed this is in stark contrast to the 78% employment rate for the general population (Disability Status Reports United States, 2005; United States Department of Labor, 2001). Underscoring the impact of this employment separation, 84% of unemployed people with disabilities express the desire to work (Wehman & Targett, 2002). In addition, enrollment and completion rates for post-secondary education and independent living reflect the same disparities as employment (Bullis, Davis, Bull, & Johnson, 1997; Cameto & Levine, 2005; "Keeping the Promises", 2003).
As a result of the lack of viable adult outcomes, the outcome of involvement in criminal justice system is becoming increasingly more common ("Keeping the Promises", 2003). This involvement is demonstrated by the 21% increase in negative consequences experienced by transitioning students with disabilities for behavior (i.e., disciplinary actions at school, being fired from a job, or being arrested) from 1987 to 2003 (Cameto & Levine, 2005). The lack of integrated systems, seamless services and transition efforts leads to less than desirable outcomes (Will, 1984). So the question after more than 20 years is: Transition to what?
Current and future workforce shortages increase the need to invest in and recruit non-traditional workers. Students with disabilities, a largely ignored source of employees and contributors in our society, have the potential to meet these workforce needs if they are afforded the necessary opportunities (Green & Brooke, 2001). Logically, to be competitive, individuals must have access to a combination of training, education, and work experience to develop the minimum qualifications for employment. Formal post-secondary transition planning can lead to outcomes that benefit individuals as well as our communities by providing the necessary linkages to employment and education.
The transition...
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