Adolescent Transition Planning

Adolescent Transition Planning Paper
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Adolescent transition planning is a vital process aimed at assisting exceptional learners in navigating from primary and secondary education to adulthood more effectively. Historically, transition planning has undergone significant shifts because of the evolution of case laws and legislation, rendering it imperative to inspect its effect on schools, families, and educators. Transition planning is vital in supporting adolescents, especially those through the autism spectrum, to succeed in education and successfully transition to employment sectors. Transition planning is a crucial process that assists adolescents in communication and socialization. Transition planning has scientifically been connected to enhanced self-determination, higher employment opportunities, educational success, and improvement in community participation. This paper examines the historical background of adolescent transition planning, case laws and legislation influence, stakeholder impact, and primary components for an effective transition plan.
Historical Background
Over the past decades, adolescent transition planning has evolved significantly due to the influence of case laws and legislation. For example, the Education for All Handicapped Children Act (EHA) of 1975 established a pivotal movement in the United States (U.S.) by offering free and proper educational services for disabled minors, including transition services for children aged 16 and above. The act ensured the availability of materials for handicapped children and effortless collaboration with state educational agencies. EHA would later be re-sanctioned as the Individuals with Disabilities Education Act (IDEA) in 1990, 1997, and 2004, cementing the focus on transition planning and services. The IDEA outlined a shift from focusing entirely on academic achievement to incorporating post-secondary objectives and transition services in the Individualized Education Program (IEP) (Cavendish & Connor, 2018). The law focused on the necessity of preparing students for a better life after high school by collaborating with them in planning their transition and interacting with families, community agencies, and schools.
Impact on Families, Schools, and Educators
The transition planning legislation significantly impacted the primary exceptional learners' schools, families, and educators. For families, including transition planning in the IEP allowed them to efficiently participate in the goal setting and aspirations for learners' future, crafting a more person-centered and individual approach to education (Cavendish & Connor, 2018). It allowed families to speak up for their children's needs outside the classroom. The act presented new difficulties and obligations for schools and educators (Chandroo et al., 2018). They had to create comprehensive transition plans, form alliances with neighborhood organizations, and provide suitable resources and support for exceptional students. Educators had to broaden their skill sets and work together across disciplines to provide comprehensive transition assistance.
Case Law Impacting Adolescent Transition Planning
The 2017 Supreme Court ruling in Endrew F. v. Douglas County School District is one fundamental case law that substantially impacted adolescent transition planning. Endrew was diagnosed with autism at age two, which made him demonstrate repetitive behaviors, resist alterations within his immediate social environment, and substantially impair his social abilities. These behavioral and social challenges undermined how Endrew interacted and functioned outside and within the academic setting (Iuliano, 2019). The standard of educational value mandated by the IDEA was clarified in this decision, declaring that schools must provide disabled kids with an education that is "justifiably designed to enable a child to make development suitable in light of the child's circumstances" (Iuliano, 2019). The Supreme Court ruling developed a higher threshold for the educational advantage given to students with impairments, including during transition planning (Couvillon et al., 2018). It reaffirmed the value of personalized services and efforts tailored to meet each student's needs, abilities, and post-secondary objectives. In this vein, school districts became increasingly responsible when training exceptional children since offering a transition plan that provides minimal advancement every year could not be termed an equitable education (Iuliano, 2019).
Theories of Transition Planning
Various theories can be proposed to guide adolescent transition planning. The first prominent theory is the ecological systems theory. Urie Bronfenbrenner-developed idea highlights the significance of comprehending how individuals interact with their surroundings during the transition phase. It emphasizes the importance of cooperation between the family, community, and school to enable a suc...