4 Volume 29, Number 2, Winter 2007 Voices from the Field: Recommended Transition Strategies for Students and School Staff By Lauren Lindstrom, Jenny Paskey, Jeri Dickinson, Bonnie Doren, Claire Zane, and Pam Johnson, University of Oregon Abstract Introduction The purpose of this study was to Improving transition services formed choices and become self- identify key elements that contrib- and outcomes for youth with dis­ sufficient adults” (NCWD, 2006, ute to successful transition out- abilities has been a central com­ p. 1). Given these needs, it is comes for students with disabili- ponent of special education crucial for educators and other ties. Given the current emphasis practice and policy for the last professionals to better under­ on student choice and student di- fifteen years. The reauthoriza­ stand the individual and program rected transition planning, it is tion of the Individuals with Dis­ level components that may support critical to summarize the perspec- abilities Education Improve­ effective transition outcomes. tives of young adults with disabili- ment Act (IDEIA, 2004) confirms Numerous research studies ties and other key personnel di- that the fundamental purpose of have been conducted to identify rectly involved in providing tran- a free appropriate public educa­ specific skills, services, and sition services. Data were col- tion is to prepare youth with dis­ supports that may facilitate the lected through in-depth interviews abilities for “further education, transition from school to adult with 133 individuals, including employment and independent roles (e.g., Benz, Yovanoff, & young adults with disabilities, living” [IDEA 2004 Sec 601 (d) (1) Doren, 1997; Johnson, Stodden, high school teachers and other (A)]. In order to facilitate this Emmanuel, Luecking, & Mack, school staff, parents, VR counse- movement from school to post 2002; National Alliance for Sec­ lors, and employers. Four primary school activities, transition ser­ ondary Education and Transi­ recommendations were identified vices are required to be identi­ tion [NASET], 2005; Phelps & for students with disabilities who fied in each student’s IEP be­ Hanley-Maxwell, 1997). These are preparing for the transition ginning at age 16, or earlier if best practice strategies can be from school to work: (a) increase needed. These transition ser­ summarized into two broad cat­ self knowledge and self aware- vices must be based on indi­ egories that are closely aligned ness, (b) display motivation and vidual needs and take into ac­ with the IDEIA transition re­ persistence, (c) participate in ca- count strengths, preferences, quirements. Research based reer exploration and multiple work and interests. In addition, a va­ transition services include: (a) experiences during high school, riety of instructional services strategies to promote self deter­ and (d) utilize transition services and community experiences mination and student choice, and post school supports. Recom- should be provided to prepare and (b) school and community mendations for special education youth for post school employ­ based services designed to pre­ teachers or other school staff in- ment or education settings. pare youth for post school em­ cluded: (a) listen carefully to stu- Although transition services ployment or education options. dents’ interests, hopes, and and supports are mandated com­ Promoting Self Determina- dreams, (b) provide extensive op- ponents of special education tion and Student Choice portunities for career exploration service delivery, many youth A central component of effective and community based experi- with disabilities still face mul­ transition practice is the em­ ences, (c) promote student self di- tiple barriers preparing for the phasis on student involvement rection and independent decision transition from high school to and student choice. Self knowl­ making, and (d) connect students postsecondary education, em­ edge and self awareness are of­ with appropriate services and sup- ployment, and other aspects of ten the first steps in the process ports available through school or community living (Wagner, of teaching students to identify community agencies. Newman, Cameto, Garza, & interests and preferences. Levine, 2005). A recent report Webster (2004) found that suc­ from the National Collaborative cessful college students with on Workforce and Disability disabilities had opportunities to (NCWD) emphasized that, develop self awareness and self “Youth with disabilities, indeed knowledge, as well as disability all vulnerable youth, may need knowledge. Other studies have extra supports throughout their confirmed the importance of self transition period to make in­ The Journal for Vocational Special Needs Education 5 awareness, disability aware­ proactive/goal oriented, (b) have and private organizations, agen­ ness, and clear self concept in the ability to self advocate, (c) cies, and programs (NASET, preparing young adults with dis­ demonstrate an awareness of 2005). These may include Voca­ abilities for high school gradu­ their disability, and (d) display tional Rehabilitation (VR), So­ ation and the transition to adult pro-social coping skills, are cial Security Administration, roles (Doren, Lindstrom, Zane, more likely to achieve positive Centers for Independent Living, & Johnson, in press; Gerber, post school employment out­ and post secondary education Ginsberg, & Reiff, 1992; Whitney- comes (Doren et al., in press). and training programs (Mellard Thomas & Moloney, 2001). & Lancaster, 2003). Transition Transition Services and Self determination, which is personnel should insure that Supports broadly defined as the ability to these types of post school ser­ There is also a substantial body make choices and decisions vices are made available to stu­ of literature describing specific based on one’s own needs and dents, and that these supple­ school and community based preferences, has also been mental services are effectively services that contribute to suc­ linked to improved post school integrated into the transition cessful transition outcomes. outcomes (Wehmeyer & plan (Johnson et al., 2002; Skin­ Career development is one area Schwartz, 1997). Self determi­ ner & Lindstrom, 2003). often identified as key to the nation includes a number of Effective transition prac­ transition process (Morningstar, specific skills including: self tices have been well docu­ 1997; NASET, 2005; NCWD, advocacy, choice making, deci­ mented in the special education 2006). Career preparatory expe­ sion making, problem solving, literature. A number of longitu­ riences, such as career aware­ and goal setting (Field, Hoffman, dinal studies have also been ness, career exploration, and & Speiza, 1998). Higher levels conducted to document post career assessments can help of self determination skills can school status and transition ser­ youth explore options, while at contribute to increased opportu­ vices received (e.g., Benz et al., the same time identifying their nities for employment, post sec­ 2000; Wagner et al., 2005). How­ interests, abilities, and poten­ ondary education, and indepen­ ever, very few studies have col­ tial need for accommodations. dent living arrangements, as lected in-depth qualitative data Students who participate in ca­ well as community integration from multiple key informants to reer exploration activities are (Cooney, 2002; Wehmeyer, shed light on critical needs for also more likely to recognize Agran, & Hughes, 2000). In a transition services. Given the and identify a variety of career study of students with learning current emphasis on student options (NASET, 2005; disabilities, Wehmeyer and choice and student directed Lindstrom, Benz, & Doren, 2004; Schwartz (1997) found that par­ planning, we felt it was vital to Ochs & Roessler, 2001). ticipants who received self de­ solicit input from young adults Youth with disabilities who termination training were em­ with disabilities who have re­ receive explicit vocational, life, ployed at a higher rate and had cently completed the transition and social skills training also higher hourly wages than peers process. We were also inter­ are better prepared for the tran­ who did not receive this training. ested in carefully examining sition to adult roles in the com­ Student involvement in and documenting the perspec­ munity (Johnson et al., 2002). goal setting is another impor­ tives of other key informants An important extension of voca­ tant component of effective who have provided career plan­ tional and career skills training transition practice. Students ning and other transition ser­ is community based work expe­ with disabilities are more likely vices. The purpose of this study, rience. Work experiences offer to meet transition goals when therefore, was to identify and sum­ hands on learning and struc­ they play an active role in the marize key elements that contrib­ tured opportunities to build work creation of those goals (Agran, ute to successful transition out­ skills and habits. Participation Blanchard, & Wehmeyer, 2000), comes from the perspectives of: (a) in community based work expe­ and are often more successful young adults with disabilities, (b) rience activities in high school after graduation when they school staff, (c) parents, (d) VR coun­ is also associated with improved have transition services avail­ selors, and (e) employers. graduation and employment able to meet self-identified tran­ outcomes (Benz et al., 2000; Methods sition goals (Benz, Lindstrom, & Phelps & Hanley-Maxwell, 1997). Yovanoff, 2000; Goldberg, Our findings are drawn from a Transition is also a collabo­ Higgins, Raskind, & Herman, large scale qualitative research rative process that involves con­ 2003). In addition, youth with project designed to explore in­ nections to a number of public learning disabilities who: (a) are dividual, family, in school, and 6 Volume 29, Number 2, Winter 2007 post school factors associated rectly involved in providing tran­ out of high school. Nominated with positive transition out­ sition services to high school individuals who indicated an comes for young adults with dis­ youth with disabilities (N = 15). initial interest in participating abilities (see Lindstrom, Doren, in the study were contacted by RECRUITMENT: YOUNG ADULTS WITH Metheny, Johnson, & Zane, phone and provided with addi­ DISABILITIES. 2007; Doren et al., in press). tional information. Only those We recruited our initial pool of This ongoing research project young adults who completed in­ participants by sharing infor­ utilizes a multiple case study formed consent procedures and mation about the study with a design, which is ideally suited met all of the purposeful sam­ statewide network of high for developing an in-depth un­ pling criteria were included in school special education teach­ derstanding of a complex pro­ the study. The final young adult ers and transition specialists. cess (Stake, 1995; Yin, 2003). sample included 33 participants School staff were then asked to For this particular study, we between the ages of 19 and 27. nominate individuals who: (a) analyzed specific components of Participants were equally dis­ had a documented disability and the existing case study data fo­ tributed by gender and included were eligible for special educa­ cusing on recommendations for a range of primary disabilities. tion services during high school, students and teachers sur­ The majority of the sample were (b) participated in a school to rounding transition prepara­ employed either full time or part work transition program for at tion. Qualitative methods al­ time after high school, and least one year, and (c) were be­ lowed us to gain unique insights about 20% had enrolled in some tween three and seven years and “give voice” to the critical type of post secondary education perspectives of young adults and other individuals most directly Table 1 involved in the transition pro­ cess (Brantlinger, Jimenez, Participant Demographics: Young Adults with Disabilities Klinger, Pugach, & Richardson, 2005; Stake, 1995). N % Gender Male 17 52 Sample Female 16 48 Our sampling strategy was de­ signed to meet the purpose of Age 19 - 21 years 6 18 this study – to summarize key 22 - 24 years 20 61 recommendations that contrib­ ute to successful transition out­ 25 - 27 years 7 21 comes from multiple perspec­ tives. We utilized a two phase Primary disability Learning disability 17 52 purposeful sampling process to Developmental disability 8 24 select participants. Purposeful Orthopedic disability 7 21 sampling is a commonly used Emotional disability 1 3 method in qualitative research (Marshall & Rossman, 1999; Ethnicity Caucasian 25 76 Patton, 2002), which allows in­ Native American 4 12 vestigators to select a sample East Indian 2 6 based on certain predetermined African American 1 3 criteria. After completing re­ cruitment and informed con­ Pacific Islander 1 3 sent procedures, the total School completion status Alternative diploma 16 48 sample for this study included 133 individuals including: (a) Standard diploma 15 45 young adults with disabilities (N Dropped out 2 6 = 33), (b) special education teachers and other school staff Employment status Full time 14 42 (N = 35), (c) parents of young Part time 15 45 adult with disabilities (N = 28), Not employed 4 12 (d) community employers who have hired and supervised Post secondary educa- Enrolled 7 21 young adults with disabilities (N tion and training Completed 3 9 = 22), and (e) VR counselors di­ The Journal for Vocational Special Needs Education 7 or training program. See Table 1 following a structured case First we created individual data for complete demographic data. study protocol (Yin, 2003) that tables for all participant groups included between 11 and 28 (e.g., young adults, school staff, RECRUITMENT: KEY INFORMANTS. major questions depending on parents, etc.). Since the inter­ The second phase of sampling the participants’ role. Each in­ view questions were open- involved recruiting other key terview lasted 90 minutes to 2 ended, participants were able to informants who were directly hours. All interviews were au­ offer multiple narrative re­ involved in the school to work dio recorded and transcribed sponses to each question. We transition process for the young verbatim. The interview proto­ reviewed each individual re­ adult participants. For each par­ cols included an in-depth dis­ sponse and placed it into a cat­ ticipant, we first recruited par­ cussion of high school, transi­ egory based on the coding ents or guardians and key high tion preparation, and employment scheme described above. Indi­ school staff including classroom experiences (see Lindstrom et al., vidual responses were then teachers, transition specialists, 2007; Doren et al., in press). At tabulated and rank ordered by and/or advocates. If the young the conclusion of the interviews frequency of response for each adults were currently employed, we asked participants to re­ participant group. Finally, we we asked permission to include spond to the following questions created summary tables that the current job supervisor in the from their unique perspectives: allowed us to compare and con­ study. Finally, for those youth “What advice or recommenda­ trast findings both within and who were eligible for and re­ tions would you give to students across participant groups. ceived VR services, we re­ with disabilities who are making cruited their VR counselors to Findings the transition from school to provide additional information work?” and “What advice or rec­ Our interviews with young and perspectives on the career ommendations would you give adults with disabilities provided and transition planning process to high school teachers or other new insights regarding services during high school and the early school staff who are preparing and skills needed to facilitate transition years. Between two youth with disabilities for the effective transitions. Partici­ and six key informants were transition from school to work?” pants were able to reflect on the interviewed for each participant, Analysis of all open-ended re­ school and work based training for a total of 100 key informants. sponses to these two questions they had received, and think Data Collection formed the basis of this study. carefully about elements that The primary method of data col­ contributed to their successes Data Analysis lection for this study was struc­ and struggles. Our key infor­ We analyzed the interview tran­ tured interviews with partici­ mants were also immersed in scripts following a multiple pants and other key informants providing career development stage process recommended by (Marshall & Rossman, 1999). and transition services and of­ Miles and Huberman (1994). We Each young adult was inter­ fered their insights and recom­ began by reviewing the written viewed twice. The first inter­ mendations from their perspec­ transcripts in order to develop a view focused on family back­ tives as family members, school set of broad descriptive codes, ground and high school experi­ staff, employers, or VR counse­ based on key themes identified ences, while the second inter­ lors. Primary themes identified by participants. We used these view focused on post school op­ by each respondent group are descriptive codes, such as “ex­ portunities and experiences. displayed in rank order in plore career options” or “self Interviews with key informants Tables 2 and 3. In the following knowledge,” to assign concrete were designed to collect addi­ section, we provide a description labels to individual passages of tional data on high school and of these themes organized by text. To insure inter-coder reli­ post school services, and em­ our major questions: (a) recom­ ability, all interview transcripts ployment experiences over mended transition strategies for were coded by two of the co-au­ time. In addition, we conducted students with disabilities, and (b) thors following a common cod­ a file review of special educa­ recommended strategies for ing scheme (Anfara, Brown, & tion and VR records for the pur­ teachers and other school staff. Mangione, 2002; Olszewski, pose of verifying disability status, Macey, & Lindstrom, 2007). Recommendations for ethnicity, high school comple­ In the second phase of Students with Disabilities tion, diploma type, school and VR services, and employment status. analyses, we used cross case Four primary themes were For all 33 participants and methods (Miles & Huberman, identified by the school staff, 100 key informants, we con­ 1994; Patton, 2002) to further young adults with disabilities, ducted face to face interviews describe and verify our findings. employers, and VR counselors 8 Volume 29, Number 2, Winter 2007 who responded to this question. to facilitate a successful tran­ in effective career planning. (See Table 2.) These four sition into the workforce. Self In addition, many partici­ themes/recommendations knowledge was the most com­ pants extended the concept of were intended to assist students mon recommendation offered by self knowledge beyond simple with disabilities to be better pre­ VR counselors and the second vocational exploration and goal pared to make positive career most common response provided identification. Developing a choices and enter the by young adults with disabilities. more comprehensive under­ workforce successfully. In this Participants talked about standing of one’s own strengths, section we elaborate and pro­ self knowledge as the ongoing limitations, and capabilities vide descriptive data for the four process of discovering career contributed to this broader level themes that were identified by interests and goals. One young of self knowledge. A male par­ three or more respondent woman with a developmental ticipant with a physical disabil­ groups. (Note: Parents were not disability focused on the impor­ ity offered the following advice asked to make recommendations tance of self awareness as the to other students: for students, thus their responses first step in the transition pro­ I think that to take pride in are not included in this section.) cess, “I would say figure out what themselves, to really work on you really want to do first.” This the barriers that stop their SELF KNOWLEDGE AND SELF AWARENESS. was echoed by an experienced growth mentally, spiritually, The first recommendation of­ VR counselor who noted, “I also and emotionally, and really fered by all participants was for recommend people figure out who take a critical hard look at who students to understand them­ they are. And it’s hard. I mean, they are. Turn the mirror selves, including being able to you’re going to change. And I think around, is a good analogy, I clearly articulate career goals, a lot of people end up making the guess. Turn it facing them. strengths, and interests. School wrong choices because they don’t That’s because our life’s work staff, young adults with disabili­ know who they are.” This reflec­ is in ourselves. ties, employers, and VR counse­ tive process of self exploration Participants from all four re­ lors all identified self knowledge and self discovery was often de­ spondent groups believed that as one of the most important el­ scribed as the first natural step this deeper level of self aware­ ements that should be present ness would lead to the ability to set more appropriate career goals Table 2 and identify post school plans Recommendations for Students: Themes in Rank Order by based on interests and abilities. Respondent Group MOTIVATION AND PERSISTENCE. The second major recommenda­ Respondent Group Major Themes Identified tion provided by young adults School staff 1. Explore career options with disabilities, VR counselors, (N = 35) 2. Access transition supports and services and employers focused on the 3. Increase self knowledge and self awareness importance of motivation, de­ 4. Utilize opportunities for planning & goal setting termination, and persistence. Motivation and persistence was Young adults with 1. Display motivation and persistence the most common recommenda­ disabilities 2. Increase self knowledge and self awareness tion identified by both young adults (N = 33) 3. Utilize opportunities for planning & goal setting with disabilities and employers. 4. Access transition supports and services Although the need for tran­ sition services and supports has Employers 1. Display motivation and persistence been often documented in the (N = 22) 2. Engage in specific skill training literature (Johnson et al., 2002; 3. Increase self knowledge and self awareness Phelps & Hanley-Maxwell, 1997), 4. Explore career options young adults with disabilities identified persistence and a Vocational Rehabilita-1. Increase self knowledge and self awareness high degree of motivation as the tion counselors 2. Explore career options most important element in pre­ (N = 15) 3. Access transition supports and services paring for adult roles in the com­ munity. Many of the partici­ 4. Display motivation and persistence pants in this study had to over­ Note: Parents were not asked to respond to this question. come multiple barriers in the school to work transition pro­ The Journal for Vocational Special Needs Education 9 cess (e.g., difficult family situa­ advice, “Be patient. Listen. Don’t as guest speakers provide op­ tions, challenging academic re­ get discouraged with the first ob- portunities for students with quirements, lack of employ­ stacles that come your way.” VR disabilities to get an initial ex­ ment options in the commu­ counselors also identified these posure to a variety of possible nity). Looking back, they often internal qualities of hard work, career options. This process of credited hard work and determi­ determination, and focus as the ongoing exploration was identi­ nation for their initial suc­ key to post school success. fied as a critical component of cesses. When asked what ad­ And I just look at my caseload transition preparation. vice they would provide to other in general. Students that I feel In addition to career explo­ students with disabilities, many confident are going to make it ration activities, school and VR said simply “Don’t give up,” or are the ones that seem to have personnel often described the “Stick with it.” One young woman good work ethic and a sense of need for structured work expe­ who struggled to complete her enthusiasm for the future. rience. Work experiences offer high school diploma related in They’re willing to roll up their another means for hands-on her interview: sleeves and do some work to learning and continued expo­ My senior year I wanted to quit. help in the development of their sure to the realities of work. A I was tired of school and I own plan. They’re focused. special education teacher from wanted to quit. But in my mind a rural community talked about EXPLORE CAREER OPTIONS. I was like, “No. I have to keep the need for students to engage A third recommendation that going. Just a few more months in community based training. emerged from this study was for until graduation,”…I’m proud of She advised, “I wouldn’t have young adults with disabilities to that decision. them sitting in a classroom any- explore a variety of career op­ Self confidence was another more. I would have them out in the tions and engage in community aspect related to this theme of workplaces, working at a job and based work experiences during motivation and persistence. learning the skills that people high school. Career exploration Many participants talked about need.” A VR counselor who spe­ was not one of the major themes the importance of adopting a cializes in youth transition, em­ identified by the young adults positive confident attitude — an phasized the value of work based with disabilities, but it was the underlying belief in their own learning during high school, highest ranked piece of advice skills and abilities to achieve. Urge them to get out and get into provided by special education One participant with a develop­ work before they get out of high teachers and high school tran­ mental disability who is cur­ school. After school jobs, sum- sition specialists. Employers rently employed and living in mer jobs, something. Learn and VR counselors also identi­ her own apartment, offered her some work behavior, because fied the need for career explo­ own story as an example of the it makes the final push into ration and work based learning need for self confidence and per­ work a whole lot easier if you opportunities. sonal determination. know a bit about the world of School staff described the Well, for instance, I have this work. If you don’t then it’s some- benefits of career exploration as friend and she has a learning times a real shock. a mechanism for helping stu­ disability so she thinks she These work experiences help dents understand the expecta­ can’t do anything. And she has students with disabilities gain tions and realities of work. One to have someone constantly an initial awareness of what it high school transition special­ helping her and I’ve told her, if means to work, while also build­ ist felt that it was important for I can do it you can do it. I told ing valuable skills and habits. students to engage in “lots of ca- her for instance, look at me. I’ve reer exploration and not just on ACCESS SUPPORTS AND SERVICES. been through this and look the computer, but actually going Finally, school staff, young where I am now. I’m on my and seeing and touching and adults with disabilities and VR own. So mainly I told her she smelling and feeling and meeting counselors all believed it was can do anything. If she really people, talking to people about important to access the transi­ wants it, she can do it. jobs.” Another school staff mem­ tion services and supports avail­ Employers who have hired ber commented, “I like to make able through the high school and trained young adults with sure students don’t close their and community. Young adults disabilities also reinforced the eyes too tightly or look too narrowly with disabilities and their fami­ need for high levels of motiva­ down any one career path. They lies may not be aware of the tion and persistence. One job need to try different things.” Par­ range of services and programs supervisor who provided ongoing ticipants noted that job shadow­ available. Participants noted the training and support offered this ing and job site visits, as well need for youth and their fami­ 10 Volume 29, Number 2, Winter 2007 lies to get information about LISTEN TO STUDENTS. ing them what you think they high school coursework or The most common recommen­ should do.” A parent in the study training options, community dation offered for school staff was reinforced the importance of based agencies such as Develop­ to carefully listen to students’ active listening skills, advising mental Disabilities Services or hopes, dreams, and desires. An school staff to “sit down and not VR, along with specialized pro­ overwhelming majority of the think of anything else but that grams for adults with disabilities. responses from young adults person that is in front of you. Lis- Participants also talked with disabilities fell into this ten to why they are saying what about the need to reach out for category. This was also the most they are saying.” Along the same assistance in order to benefit often cited piece of advice offered lines, a VR counselor recom­ from these valuable support ser­ by parents and VR counselors. mended, “You’ve really got to lis- vices. One young adult who had Young adults in the study ten to them. One of the most impor- been fired from a series of jobs often spoke of the need for tant things that we can’t do with and floundered in a community teachers to “listen better” or “pay kids is squash their dreams.” college program, reflected on attention” to the needs and in­ In addition to respectfully the need for young adults with terests of students with disabili­ listening to student input, par­ disabilities to “ask for help.” ties. Instead of making career ticipants believed it was vital for Other school and VR personnel or transition plans for students, school staff to utilize this infor­ remembered many individuals one young woman with a physi­ mation to shape individualized with disabilities who simply cal disability asked that school career and transition services. “didn’t seek services” and lost staff “just take the time to really, Young adults and parents both opportunities for support. A spe­ really listen to kids. Listen to what felt it was essential to ask stu­ cial education teacher who was they think and what they want. dents with disabilities for their closely involved in providing in­ Because that is going to determine ideas, and then use this infor­ dividualized transition services their success more than you tell- mation to determine their sup- to youth with multiple disabilities clarified the value of reaching out Table 3 for services and supports: Based on his experiences in Recommendations for Teachers and Staff: Themes in Rank school, I guess what I would Order by Respondent Group say is reach out for the support Respondent Group Major Themes Identified that’s available to you within the framework of the school. School staff 1. Provide opportunities for career exploration And if there are community (N = 35) 2. Listen to and support students based agencies that can also 3. Promote independence support your transition from 4. Connect students with services and supports high school, reach out for that advocacy early on. Young adults with 1. Listen to and support students Recommendations for disabilities 2. Provide opportunities for career exploration Teachers and School Staff (N = 33) 3. Promote independence Table 3 provides a summary of 4. Offer special skills training major themes identified by the Parents 1. Listen to and support students five respondent groups (school (N = 28) 2. Provide opportunities for career exploration staff, young adults with disabili­ ties, parents, employers, and VR 3. Increase communication and collaboration counselors). These recommen­ 4. Connect students with services and supports dations for teachers or other Employers 1. Offer special skills training school staff were intended to (N = 22) 2. Provide opportunities for career exploration assure more successful career and transition planning experi­ 3. Promote independence ences, and promote positive post 4. Listen to and support students school outcomes for youth with Vocational Rehabilita- 1. Listen to and support students disabilities. In this section, we tion counselors 2. Provide opportunities for career exploration present the four major recom­ mendations for school staff that (N = 15) 3. Connect students with services and supports were identified by three or more 4. Increase communication and collaboration of the participant groups. The Journal for Vocational Special Needs Education 11 port needs and goals. One long work experiences, saying, high school personnel to pro­ time special education teacher I think most of our teachers mote independence and allow described this student centered know this, but I think it is im- opportunities for autonomous planning approach, noting that portant to provide as many ex- decision making. School staff, transition staff need to always, periences as we can that are young adults with disabilities, “Look at people as individuals. real. In the field. I do a lot of and employers identified inde­ Start with the positive. Work with internships with kids and af­ pendence as a fundamental the ability before you look at the ter they are done they say, strategy in preparing students disability.” A VR counselor rein­ “That was the best thing I’ve with disabilities for adult roles forced the importance of utiliz­ ever done.” So you know some- in the community. ing student direction and input. times I think in education we Many school staff focused on In talking about the career get all caught up in what we’re the power of providing choices, planning process for young doing here at school and some- and allowing students a high adults with disabilities on his times it doesn’t have anything degree of control in making de­ caseload, he noted, really to do with what they are cisions. A high school transition I would say, listen to them. And doing in the real world. I think specialist suggested that, “In- some kids don’t want to go to kids need to have those experi- stead of having your own agenda, college but they want to have a ences. In fact, I know they have build an agenda with the students vocation of some sort. Let’s help to have them. and really make an effort to give them do that. You know if a This early and ongoing exposure choices and options. Let that per- guy wants to be a nurse, cool. to a variety of career options son feel the power that comes with We need nurses. And if a girl was a crucial element that par­ being independent and making wants to be a truck driver, cool. ticipants identified for success­ your own choices.” Another spe­ I’ve got a young woman right ful post school planning. cial education teacher who now that wants to drive a truck. A second component of ca­ worked primarily with students And I’ve been the first person that reer exploration was for school with developmental disabilities has been able to work with her. staff to help students with dis­ echoed this need to provide oppor­ abilities get complete informa­ tunities for independent decision PROVIDE OPPORTUNITIES TO EXPLORE tion about a range of post school making, even if it seems clear that CAREER OPTIONS. training options. One young a student’s plan may not succeed. The second recommendation adult commented, “You don’t And the other thing is to always offered consistently by partici­ need to go to college to be some- have a Plan B. If a student is pants from all five respondent body. Remember that there are making a choice that you don’t groups was for school staff to pro­ lots of other options.” Many par­ think is best, then just say, vide extensive career explora­ ticipants suggested that school “Let’s try it your way and if that tion and career planning activi­ and adult services personnel doesn’t work out maybe we ties during high school. This provide detailed information on could do this. Just come back was the most frequent recom­ career options and a variety of and see me or let’s see how we mendation from school staff and possible post school training pro­ do.” Because that way you the second most common grams. One VR counselor noted, don’t take ownership away theme identified by young Be very specific on what the op- from the person that you’re try- adults, parents, employers, and tions are, and where those ing to help, but rather you’re VR counselors. years are going rather than just helping them to learn the skills Participants from all groups presenting a program with no to manage their own world. described the need for school context around it. So present it In addition to promoting in­ staff to offer a variety of commu­ with follow-up. If you choose dependence, it was clear that nity based experiences, ensur­ this program this may lead to a school staff should be careful ing that youth with disabilities career in food service. If you not to limit students with dis­ participate in as “many things as choose this program this may abilities or make any assump­ they can” during high school. lead into mechanical (work). Be tions about their skills and Many professionals spoke of the very specific because a lot of abilities. One young man stated need to get students out of the times the kids that are partici- simply, “Don’t underestimate us,” classroom and into the “real pating in these programs are not while a high school transition world” in order to learn valuable able to see what the goal is. specialist offered this advice: skills and gain an understand­ I would encourage teachers not ing of the workforce. One PROMOTE INDEPENDENCE. to have any sort of precon- teacher reinforced the value of Three of the five respondent ceived ideas about any stu- community internships and groups described the need for 12 Volume 29, Number 2, Winter 2007 dents with disabilities, or try to those around you who are able to with disabilities, teachers, and steer them in different direc- help. Use all the resources you other school staff. In retrospect, tions based on their own lim- can — take advantage of them.” it would have been useful to also ited ideas of what you think This type of collaborative ser­ ask for recommendations for they are capable of doing. vice delivery model was identi­ parents or other community Another school staff member fied as an important element in agency personnel. In addition, talked about the transition pro­ promoting a successful transi­ more detailed questions solicit­ cess for a young woman with tion from school to post school ing input on satisfaction with learning disabilities who environments. various components of transi­ struggled to complete high tion services and supports would Discussion school and eventually moved have enriched the data set. away from home and landed a Our in-depth interviews with Despite these limitations, high paying job working on a young adults with disabilities the study provided rich informa­ fishing vessel in another state. and other key informants pro­ tion to inform transition prac­ Her story inspired this partici­ vided a set of recommendations tices. Based on the interview pant to reflect on the power of designed to improve transition data, we identified four primary holding onto dreams. “Let them services and post school out­ themes for students with dis­ have their dreams. If kids talk comes. These recommenda­ abilities who are preparing for about things like that maybe it tions, which drew upon partici­ the transition from school to will become a reality. Kids can pants’ individual transition ex­ work including: (a) increase self often surprise us. I always say periences and expertise, are knowledge and self awareness that [Name] is a kid that surprised quite consistent with the litera­ in order to make informed ca­ a lot of people.” ture documenting best prac­ reer choices, (b) exhibit high tices in transition (Johnson et levels of motivation and persis­ CONNECT STUDENTS WITH SERVICES AND al., 2002; NASET, 2005). Study tence to achieve self identified SUPPORTS. findings confirm the importance goals, (c) take advantage of op­ Participants also recommended of student directed career and portunities for career explora­ that school staff be aware of the transition planning, career ex­ tion and community based work broad array of services and sup­ ploration, work experience, and experiences during high school, ports available for youth with building connections with high and (d) access transition ser­ disabilities. School staff, par­ school and post school resources. vices and post school supports. ents, and VR counselors all de­ This study had several limi­ Study participants also offered scribed this as a key theme. tations that should be noted recommendations for special Similar to the recommen­ when interpreting the findings. education teachers or other dation for students with disabili­ One potential limitation that school staff who are preparing ties, participants felt it was criti­ applies to all qualitative re­ youth with disabilities for the cal for school staff to be aware search is the generalizability to transition from school to work. of specific transition programs other settings or other popula­ The four primary themes for or support that might be avail­ tions (Patton, 2002; Yin, 2003). school staff included: (a) listen able to assist with career plan­ Sampling procedures also lim­ carefully to students’ interests, ning, vocational skill building, ited the study. Case study par­ hopes, and dreams, and use this job development, or transition to ticipants were selected accord­ information as the basis for de­ post secondary training pro­ ing to tightly defined criteria veloping individualized career grams. One particular resource and included only young adults services, (b) provide extensive that seemed to be vastly with disabilities and key infor­ opportunities for career explora­ underutilized was Disability mants from a single Western tion and community based ex­ Services programs at commu­ state. Further research from periences, (c) promote student nity colleges or other post sec­ other regions of the country is self direction and independent ondary institutions. School staff needed to confirm these themes decision making, and (d) connect were advised to make personal and further elaborate on needed students with appropriate services connections with these ser­ services. Finally, our analysis and supports available through vices, and then facilitate refer­ focused solely on responses to school or community agencies. rals as needed. A high school two broad questions, therefore In examining these recom­ special education teacher the data were constrained by mendations across research talked about the value of mak­ these questions. Participants questions and respondent ing these connections saying, provided an extensive set of rec­ groups, several overarching is­ “The only advice I would give ommendations for students sues emerge, which are dis­ would be to stay in touch with The Journal for Vocational Special Needs Education 13 cussed briefly here. First, study through an array of predeter­ learn about and access a range participants identified a set of mined career inventories, of community supports and ser­ student attributes and skills, educators need to facilitate an ex­ vices to facilitate the transition which previous researchers tended process of exploration and process. Specific school and have linked to positive post decision making (Lindstrom et community based programs can school employment outcomes al., 2004; Morningstar, 1997). It offer much needed supports to (Doren et al., in press; Gerber is critical for school staff to care­ increase success in both post et al., 1992; Wehmeyer & fully listen to student hopes, secondary education and employ­ Schwartz, 1997). These key dreams, and interests without ment environments (Johnson et skills include self awareness, making any judgments or hold­ al., 2002; Skinner & Lindstrom, knowledge of career goals and ing onto any preconceived no­ 2003). However, knowledge of interests, self confidence, mo­ tions about what is “realistic.” transition services is not tivation, determination, and Transition personnel need to care­ enough. Young adults with dis­ persistence. If students with fully guide and facilitate, without abilities and their families need disabilities can understand and restricting possible career options. to ask for assistance, and school identify their own values, needs, School staff also need to be staff need to facilitate these re­ abilities, aptitudes, skills, and flexible, allowing for a gradual lationships with post school agen­ interests, they will be able to learning process that may not cies during high school to ensure make more informed career follow a predictable scope and seamless service delivery models. choices. In addition, having the sequence. Although profession­ Implications and motivation and persistence to als certainly have expertise and follow through with these knowledge to share, we must Recommendations for choices will increase the like­ allow our students to learn and Practice lihood of stable employment grow at their own pace by fac­ (Lindstrom & Benz, 2002; ing their own set of challenges Our findings lead to a set of spe­ Gerber et al., 1992). in the community. Transition cific recommendations to facili­ These individual skills and personnel should be willing to tate skill building and move­ attitudes are the foundation for truly individualize services, ment from school to post school developing and accomplishing while at the same time offering environments. Based on data career and transition goals. As multiple opportunities for stu­ across the respondent groups, Whitney-Thomas and Moloney dents to experience failures and we have created a list of recom­ (2003) found in their study of successes as they grow and de­ mended activities/strategies student self definition and velop into adult roles. for high school students with struggle, “through the develop­ Finally, our interviews of­ disabilities as well as teachers ment of a clearer sense of self fered a set of school and program and other school staff. (See Table and vision for the future, all stu­ services designed to increase 4.) These recommendations are dents, including those with dis­ post school success. Consistent grouped into three major cat­ abilities, could take a more ac­ with previous literature (e.g., egories: (a) increase self knowl­ tive and self determining role in Morningstar, 1997; NASET, edge and promote self determi­ the accomplishment of their 2005; NCWD, 2006) our study nation, (b) explore careers op­ goals,” (p. 386). Although some documented the importance of tions and gain work experience, students with disabilities may providing a variety of career ex­ and (c) access transition ser­ display these skills and behav­ ploration opportunities designed vices and supports. iors naturally, special educators to expose students to a broad Results from this study con­ need to provide instruction in range of career options. Job firm the importance of students self determination strategies shadows, job site visits, and gaining knowledge, understand­ and offer structured opportuni­ guest speakers can help provide ing, and insight into who they ties to build self knowledge and a clearer vision of the world of are and what they want. Self self awareness in order to facili­ work and the demands of vari­ awareness and self knowledge tate more effective transitions. ous career options. Community are critical building blocks for Second, our study partici­ based work experiences were other transition skills. In order pants also described a set of cor­ also endorsed as a venue for to facilitate the developmental responding teacher skills and at- building employability skills and process of preparation for adult titudes, which promote student preparing for the realities of the roles, teachers and other key self determination and indepen­ working world. personnel need to truly listen to dent decision making. Rather In addition, students and students and base the design of than moving all students school staff were encouraged to each transition program on in­