Revista Portuguesa de Educação, 2016, 29(1), pp.
9-26
doi:10.21814/rpe.8713
© 2016, CIEd - Universidade do Minho
The importance of transition planning for
special needs students
James R. Pattoni
University of Texas at Austin, USA
Min Kyung Kimii
East Tennessee State University, USA
Abstract
This article discusses the transition planning process for students with special
needs who are preparing to leave secondary school. The importance of doing
this has strong face validity, as one of the outcomes of education should be
preparing students to become productive and contributing citizens. A
systematic transition process contributes to the probability that students will
have better post-school outcomes. This article addresses five major areas.
First, an explanation of what might be considered successful adult functioning
is offered. Second, the key elements/concepts associated with the transition
process are discussed. Third, a brief summary of the literature on transition is
provided. Fourth, a model for considering how to conceptualize the transition
planning process is presented with the idea that following a system like the one
discussed can be very useful for addressing the transition needs of students.
Lastly, a list of how the school, family, and student can contribute to this
process is provided.
Keywords
Transition; Transition planning process; Post-school outcomes; Adult functioning
Introduction
Transitions are part of everyone’s life. Some are predictable while
others occur more spontaneously. Although this article is focused on the
10 James R. Patton & Min Kyung Kim
transition from school to life after school, it is worthwhile to think about
transitions as a lifelong reality (see Price & Patton, 2003), as dramatic
transitions will occur early in life as well as later in life.
Transition is a concept that implies change and movement. For
students who are in school, change and movement occur throughout their
school careers. Without question, many transitions occur on a daily basis
(e.g., moving from one task to another within a classroom situation); other
transitions involve major changes (e.g., moving from primary school to
secondary school). While all of these transitions are worthy of discussion, this
article will focus on one particular transition that we feel is especially important
for special needs students. This transition is the one when formal schooling
ends and life after school begins.
The overall theme that is promoted in this article is the fact that, with
appropriate transition assessment and planning, special needs students are
more likely to have what is referred to as a "seamless" transition to adulthood.
It is true that some students can achieve a successful transition from school to
life after school without assistance provided by school-based personnel. Our
point is that the probability of success is improved when we do not leave this
important transition to chance.
This article will cover the following topics. The first section presents
ideas related to what "successful adult functioning" means. The second
section provides a discussion of the basic concepts related to transition, as this
concept applies to students who are about ready to leave school. The third part
of the article reviews existing literature in terms of what we know about
transition services. The fourth part of the article introduces a transition
planning process that can serve as a framework for implementing a successful
transition program for special needs students. This section offers a number of
recommendations for school-based personnel to consider. The last section
highlights the major points that we believe are key to the successful transition
of youth to life when school ends.
1. What is successful adult functioning?
To understand the importance of good transition planning, it is useful to
consider the outcomes associated with successful functioning in adulthood,
The importance of transition planning 11
which is a major goal of transition planning efforts. Figure 1 depicts a simple
conceptualization of the adulthood implications of transition. A brief
! explanation of the model, starting at the far right, follows.
Figure 1 - Adulthood implications of transition
Source: Patton, J. R., & Dunn, C. (1998). Adulthood implications of transition.
Patton, J. R., & Dunn, C. (1998). A Austin: jplearning4living.
[ Austin: jplearning4living. [Reproduced with permission]
In this model the ultimate outcome for which all transition efforts should
be directed is to help create lives that are characterized by the concept of
personal fulfillment. This concept relates closely to the notion of quality of life,
as discussed by Halpern (1993). Halpern suggested that quality of life – or
personal fulfillment – relates to three elements: happiness (transient state of
affect), satisfaction (feelings and behavior patterns associated with different
adult roles), and sense of general well-being (enduring sense of satisfaction
with one’s life). We believe that all that school-based professionals do with
students should be guided by the overriding theme of enhancing the students’
quality of life by imparting the means for them to be personally fulfilled.
To enjoy some sense of personal fulfillment, an individual must be
reasonably successful in meeting the challenges of everyday life, whether at
work, at home, in school, or in their community. Various references (Cronin,
12 James R. Patton & Min Kyung Kim
Patton, & Wood, 2007; Wandry, Wehmeyer, & Glor-Scheib, 2013) provide
listings of the major demands encountered in adulthood. People who feel that
they are personally fulfilled do not always deal successfully with the day-to-day
issues that arise in their lives; however, they are more likely than other
individuals to handle those issues successfully most of the time.
How does one become competent to deal with the daily challenges of
life? Three factors are essential. First, an individual must have knowledge of
an array of facts, procedures, and events that are part of his or her post-school
environments. Second, the individual needs to acquire specific skills typically
demanded in those settings in which the person must function. Third, the
person must identify, access, and use a host of supports and/or services that
will be of great assistance in dealing with everyday events – often, supports
are provided by family, friends, and other people who are part of the person's
life. The interesting point is that everybody uses supports and services
throughout life and the idea of seeking such support is a natural part of life.
As can be seen in Figure 1, four factors share the responsibility for
preparing special needs students for adulthood. These four elements – school,
family, the student, and adult services – are intricately involved in the transition
process. Ideally, efforts to prepare students for dealing with the everyday
issues of adulthood begin early in school as part of the ongoing education of
students. This proactive approach to transition can be considered transition
education (Clark & Kolstoe, 1995).
It is important to recognize that the process whereby students are
taught the knowledge and skills, as well as connected to the supports and
services that they will need later on, is a shared responsibility. Whereas the
school should take the lead in this effort, the family, the student, and other
service providers also play critical roles. Depending on where a student lives,
other providers may not exist or may not contribute substantially to this
transition process. When this is the case, school-based personnel will likely
need to play a larger role.
2. Basic concepts of transition services
In the United States, transition services for special needs students
became a mandate in federal level special education law in 1990. This law,
The importance of transition planning 13
known as the Individuals with Disabilities Education Act (IDEA), required
transition services for students with special needs when they attained the age
of 16. This meant that an array of services would be initiated during the last
years of secondary education. It should be pointed out, however, that transition
services were being developed and implemented in many parts of the country
during the mid to late 1980s.
2.1 Rationale for implementing transition services
A number of reasons can be identified to explain why transition services
became a required component of the special education process in the United
States. One of the most compelling reasons that led to the requirement of
transition services was the data about the adult outcomes of many former
special needs students. Research that had been conducted as part of a
number of different follow-up studies substantiated a rather bleak picture of
unemployment/underemployment, few individuals living independently, limited
social lives, and little community involvement. In addition to the adult outcome
data, information related to graduation rates indicating high dropout rates
contributed to the movement to better prepare students for life after secondary
school.
2.2 Definition of transition services and implications for practice
The current version of the law, which was most recently reauthorized in
2004, defines "transition services" as:
a coordinated set of activities for a child with a disability that is designed within
a results-oriented process that is focused on improving the academic and
functional achievement of a child with a disability to facilitate movement from
school to post-school activities including postsecondary education, vocational
training, integrated employment, continuing adult education, adult service,
independent living, or community participation [§300.42(a)(1)].
This definition clearly conveys the fundamental goal of providing
activities in school prior to students’ graduation or completion of school.
However, the definition is somewhat broad and does not provide the level of
comprehensiveness that is needed to ensure that transition services have the
most effect on future success.
14 James R. Patton & Min Kyung Kim
The definition that has been developed and proposed by the Division
on Career Education and Transition of the Council for Exceptional Children
provides a more elaborate description of the meaning of transition. Even
though this definition was developed a number of years ago, it still remains
relevant and useful for guiding work in this area. The definition reads as
follows:
Transition refers to a change in status from behaving primarily as a student to
assuming emergent adult roles in the community. These roles include
employment, participating in post-secondary education, maintaining a home,
becoming appropriately involved in the community, and experiencing
satisfactory personal and social relationships. The process of enhancing
transition involves the participation and coordination of school programs, adult
agency services, and natural supports within the community. The foundations for
transition should be laid during the elementary and middle school years, guided
by the broad concept of career development. Transition planning should begin
no later than age 14, and students should be encouraged, to the full extent of
their capabilities, to assume a maximum amount of responsibility for such
planning. (Halpern, 1994, p. 117)
2.3 Major domains of transition
Although the actual transition domains used in various regions in the
United States vary, a number of key areas for which transition assessment and
planning should be conducted can be identified. Table 1, based on the
domains used in the Transition Planning Inventory (2nd edition), lists 11
transition domains. The scope of these domains shows the type of
comprehensiveness that should be used when providing transition planning
and services. The table also provides a few examples of what each domain
covers. It is important to note that most special needs students do not have
problems in all of the domains; they often only have transition needs in some
of the areas. Nevertheless, all areas should be examined for transition needs,
as well as identifying transition strengths, as part of the process.
The importance of transition planning 15
Table 1 - Transition domains
Source: Patton,
Patton, J. Clark,
J. R., & R., & G.
Clark, G. M.T(2014). Transition Planning Inventory (2nd ed.).
M. (2014).
Austin: PRO-ED. [Reproduced with permission]
16 James R. Patton & Min Kyung Kim
2.4 Guiding principles of transition
Certain principles are essential to guiding the transition process for
special needs students. Patton and Dunn (1998) identified a number of guiding
principles that serve as a frame of reference for the implementation of
transition services. These principles have come from the professional literature
on transition and from actual practice and are listed below:
— Transition efforts should start early;
— Planning must be comprehensive;
— Planning process must balance what is ideal with what is possible;
— Student participation is essential;
— Family involvement is crucial;
— The transition planning process must be sensitive to family values
and cultural diversity;
— The identification of supports and services is extremely important;
— Community-based experiences and other activities are extremely
helpful in establishing needed transition skills;
— Having sufficient time to conduct a transition assessment, planning,
and instruction is crucial;
— The transition planning process should include a focus on the
student's strengths as well as his or her needs;
— Ranking of transition needs might be necessary;
— Transition planning is beneficial for all students (Patton & Dunn,
1998, pp. 16-18).
3. What the literature informs us about transition services
In the past two decades, transition-related interventions have evolved
from theoretical- and empirically-based analyses into a multidimensional
service program for individuals with disabilities. To review the trends and
patterns of research studies on effective transition-related interventions, the
literature is organized by the research-based taxonomy developed by Kohler
and Field (2003). Kohler developed a taxonomy of transition interventions
(Kohler, 1996, 1998; Kohler & Field, 2003); this taxonomy posits five sets of
The importance of transition planning 17
school-related services to be delivered in secondary settings to enhance the
transition of post-school outcomes: (a) student-focused planning, (b) student
development, (c) interagency and interdisciplinary planning, (d) family
involvement, and (e) program structure.
Based on the transition intervention framework suggested by Kohler
and Field (2003), Cobb and Alwell (2009) reviewed the relationship between
interventions for transition planning/coordinating and the transition outcomes
for secondary-aged youth with disabilities using a total of 31 studies. Results
indicated that the (a) student-focused planning (e.g., student involvement in
transition planning, student involvement in transition-related activities, or self-
directed instruction of individualized education program [IEP]) and (b) student-
development (e.g., work awareness curriculum and instruction, vocational
training and transition planning program, career education instruction)
interventions have shown to be promising in improving the transition outcomes
of youth with disabilities.
Therefore, the (a) student-focused planning and (b) student-
development appeared to be important predictors that improve post-school
outcomes in three post-school outcome areas (i.e., education, employment,
independent living). Regarding the three outcome areas, Test et al. (2009)
conducted a review of the secondary transition correlational literature to
examine in-school predictors to post-school outcomes for students with
disabilities. Based on the review, they identified 16 in-school predictors of post-
school outcomes. Of the 16 predictor categories, the factors related to (a)
student-focused planning and (b) student-development were included in four
predictors (i.e., paid employment/work experience, self-care/independent
living skills, student support, inclusion in general education) that improved
post-school outcomes in all three areas (i.e., education, employment,
independent living). Additionally, seven factors (i.e., career awareness,
interagency collaboration, occupational courses, self-advocacy/self-
determination, social skills, transition program, vocational education) improved
outcomes for two areas (i.e., post-school education and employment);
remaining five predictors (i.e., community experiences, exit exam
requirements/high school diploma status, parental involvement, program of
study, work study) improved post-school outcomes for only one area (i.e.,
employment).
18 James R. Patton & Min Kyung Kim
4. How to conceptualize the transition planning process
4.1 Student-focused planning
Regarding student-focused planning suggested by Kohler and Field
(2003), Richter and Mazzotti (2011) reviewed 16 articles related to Summary
of Performance (SOP) to promote transition-related outcomes given the
federal mandates indicating that the SOP is to provide the child with a
summary of the academic achievement and functional performance to assist
in meeting postsecondary goals (IDEA, 2004, section 614 [c]5ii). The majority
of articles (62.5%) were related to developing SOP documents in a way to
promote transition to adult life broadly (rather than a solely focus one adult
outcome area). From their review, they found some common suggestions for
the development of the SOP such as (a) student involvement, (b) use of
template, and (c) inclusion of comprehensive student information driven by
age-appropriate transition assessments.
Griffin (2011) further examined the student participation in planning and
reviewed 17 intervention studies on student IEP participation among high
school students with disabilities, focusing on the inclusion and performance of
culturally and linguistically diverse (CLD) students. The positive effects of
interventions and positive results for CLD participants were found on student
IEP participation by teaching students with various disabilities how to actively
participate in IEP meetings. Many interventions included commonly used
intervention components such as direct instruction, modeling, verbal
rehearsal, and role-playing.
4.2 Student development
Regarding student development, Storey (2007) reviewed 14 empirical
studies related to self-management strategies in supported employment
settings for individuals with disabilities that include a variety of techniques such
as the use of picture cues, self-recording, self-monitoring, self-recruited
feedback, self-reinforcement, auditory prompts, and self-evaluation. The
strategies were used separately or in conjunction with other approaches/
/strategies such as systematic instruction, and job coach supports.
The review by Landmark, Ju, and Zhang (2010), however, revealed that
two categories (i.e., work experience and preparation for employment) related
The importance of transition planning 19
to student-development were the most and the second most substantiated
practice among 29 studies on transition outcomes or practices for individuals
with disabilities. As a result of their review with a purpose of examining
empirically substantiated best practices in transition, they identified eight
transition-related practices, from most to least substantiated, based on the
number of studies that supported each practice were (a) work experience (i.e.,
having a job during high school), (b) preparation for employment (i.e.,
vocational and employment trainings), (c) family involvement, (d) general
education inclusion, (e) social skills training, (f) daily living skills training, (g)
self-determination skills training, and (h) community or agency collaboration.
4.3. Transition planning process
A model of transition assessment and planning is introduced in this
section. The model, shown in Figure 2, was originally developed by Patton and
Dunn (1998) and revised by Patton and Clark (2014). This model emphasized
the fact that the transition planning process is a multicomponent process. The
process begins in the early years of school and continues up until the time
when a student graduates or leaves school. We feel that each component of
the model is essential for ensuring that a comprehensive transition process is
provided to students. The following description provides an understanding of
the various components of the model.
Proactive transition education. This component refers to any activity
that typically occurs in the early levels of schooling that relate to later adult
outcomes. This phase includes the beginning stages talking about real life
topics and includes the first stage of the career education process.
Dream. This component of the model suggests that students should
have opportunities to "dream" about their future. It is extremely important for
students to have the chance to think broadly about what they want to do in the
future and where they want to do it. An important point, however, is that we
must provide these opportunities early enough so that students have an
opportunity to recognize whether their dreams are realistic or not.
20 James R. Patton & Min Kyung Kim
Figure 2 - Transition planning process
Source: Patton, J. R., & Clark, G. M. (2014). Transition Planning Inventory
Patton, J. R., & Clark, G. M. (2014). T
(2nd ed.). Austin: PRO-ED. [Reproduced with permission]
Determination of preferences, interests, and strengths. As a beginning
step in the "formal" transition planning process, we need to develop ways to
identify the preferences and interests of students in regard to careers and
other life-related areas. As noted previously, we should consider a student’s
strengths, and, as a result, we need to have tools for identifying the strengths.
Instruments like the Career Interests, Preferences, and Strengths Inventory
(CIPSI) (Clark, Synatschk, Patton, & Steel, 2012) offer efficient and effective
ways to accomplish this goal. The CIPSI is a computer (soon to be web-based)
instrument that is made up of four individual’s inventories: personal interests
survey; strengths survey; general preferences survey; and careers survey. The
instrument provides students with "four exploration experiences for… students
beginning the career planning process" (Clark et al., 2012, p. 4) and relates the
results from these experiences to Career Clusters areas. This process leads
to more detailed career exploration activities.
Comprehensive transition needs assessment. As the centerpiece, so to
speak, of this process is the determination of the transition needs that a
The importance of transition planning 21
student has. It is very important to do this early in the process so that there is
sufficient time for knowledge and skills that a person develops transition plans
and to provide instruction and establish linkage activities when needed. An
important point that needs to be understood about this component of the
process is that, whatever tools are used to determine needs, these tools need
to be comprehensive so that all of the areas of transition are considered.
Further assessment of selected areas. Often there is a need to obtain
more detailed information about certain transition domains. When this is
necessary, we need to have an array of additional formal, but mostly informal,
assessment tools related to the specific transition domains available to be able
to establish more in depth information about certain areas when needed. The
resources that provide additional assessment tools include: Informal
Assessments for Transition: Employment and Career Planning (Synatschk,
Clark, Patton, & Copeland, 2007); Informal Assessments for Transition:
Postsecondary Education and Training (Sitlington, Clark, & Patton, 2008); and
Informal Assessments for Transition: Independent Living and Community
Participation (Synatschk, Clark, & Patton, 2008).
Transition planning. Upon completion of the assessment phase, actual
transition planning should commence. As noted in the model, two forms of
planning can and should be considered: instructional goals that are associated
with the "teaching of knowledge/skills" and linkage goals that are associated
with "linkage to support/services". Instructional goals relate to the knowledge
and skills associated with transition skill areas that still need development.
Linkage goals refer to the connections that need to be made to those supports
and services that will be needed in the future.
Summary of performance. The United States federal law also
mandates that a summary of the student’s academic achievement and
functional performance, along with recommendations on how to help the
student in meeting their post-school goals, be developed prior to the student’s
leaving school. As Patton, Clark, and Trainor (2009) suggest, "the summary of
performance provision is focused on providing the student, as well as his or
her family, with information that will be useful in the future across a range of
settings" (p. 5).
It is our belief that this model can serve as a framework for schools to
provide a powerful and effective program for addressing the transition
22 James R. Patton & Min Kyung Kim
strengths and needs of students who will be leaving school and entering a new
world of challenges.
Final comments
The transition planning process involves many different phases, as
shown in Figure 2 and discussed in this article. It is our thinking that schools,
families, and students themselves can contribute to this process to make it
successful. The following lists summarize the key points that we feel are
important ones to consider when conducting a comprehensive transition
planning process.
How schools can best prepare students for life after high school:
— Teach important life skills within the curriculum;
— Develop self-determination/ self-advocacy skills;
— Assess and plan comprehensively for transition needs;
— Provide instruction in relation to knowledge and skills needed for
adult living;
— Provide community-based experiences when possible.
How families can assist in the successful transition to adulthood:
— Become informed about the demands of adulthood and the
transition planning process;
— Participate in the transition planning process;
— Seek assistance when needed;
— Advocate for their children.
How students can contribute to the transition effort:
— Identify their own preferences and interests;
— Understand their strengths and their challenges;
— Get involved as a contributing member in the transition process;
— Know where and how to access supports and services.
The importance of transition planning 23
If the process specified in this paper is implemented as described, the
outcome is an increased probability that a student, and his or her family, will
be better prepared to deal with the demands of adulthood that the young adult
will face upon leaving school. In the United States, the transition assessment
and planning process is typically documented in the student’s IEP. However,
the long-term impact of effective transition planning is reflected in successful
adult outcomes for those students who benefit from systematic preparation for
life after secondary school.
References
Clark, G. M., & Kolstoe, O. P. (1995). Career development and transition education for
adolescents with disabilities (2nd ed.). Boston: Allyn & Bacon.
Clark, G. M., Synatschk, K., Patton, J. R., & Steel, E. (2012). Career interests,
preferences, strengths inventory. Austin: PRO-ED.
Cobb, B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth
with disabilities: A systematic review. Career Development for Exceptional
Individuals, 32(2), 70-81.
Cronin, M. E., Patton, J. R., & Wood, S. J. (2007). Life skills instruction. Austin: PRO-
ED.
Griffin, M. M. (2011). Promoting IEP participation: Effects of interventions, considerations
for CLD students. Career Development for Exceptional Individuals, 34, 153-164.
Halpern, A. (1994). The transition of youth with disabilities to adult life: A position
statement of the Division on Career Development and Transition, The Council
for Exceptional Children. Career Development for Exceptional Individuals, 17,
115-124.
Halpern, A. S. (1993). Quality of life as a conceptual framework for evaluating transition
outcomes. Exceptional Children, 59, 486-498.
Individuals with Disabilities Education Improvement Act [IDEA], 20 U.S.C. § 600 et seq.
(2004).
Kohler, P. D. (1996). Taxonomy for transition programming: Linking research and
practice. Champaign, Illinois: Transition Research Institute, University of Illinois
at Urbana Champaign.
Kohler, P. D. (1998). Implementing a transition perspective of education: A
comprehensive approach to planning and delivering secondary education and
transition services. In F. R. Rusch & J. G. Chadsey (Eds.), Beyond high school:
Transition from school to work (pp. 179-205). Belmont, CA: Wadsworth
Publishing.
Kohler, P., & Field, S. (2003). Transition-focused education: Foundation for the future.
Journal of Special Education, 37(3), 174-184.
24 James R. Patton & Min Kyung Kim
Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition:
Fifteen plus years later. Career Development for Exceptional Individuals, 33(3),
165-176. doi:10.1177/0885728810376410
Patton, J. R., & Clark, G. M. (2014). Transition Planning Inventory (2nd ed.). Austin:
PRO-ED.
Patton, J. R., & Dunn, C. (1998). Transition from school to young adulthood: Basic
concepts and recommended practices. Austin: PRO-ED.
Patton, J. R., Clark, G. M., & Trainor, A. (2009). Summary of performance system.
Austin: PRO-ED.
Price, L., & Patton, J. R. (2003). A new world order: Connecting adult developmental
theory to learning disabilities. Remedial and Special Education, 24, 328-338.
Richter, S. M., & Mazzotti, V. L. (2011). A comprehensive review of the literature on
summary of performance. Career Development for Exceptional Individuals, 34,
176-186. doi: 10.1177/088572881139
Sitlington, P. L., Clark, G. M., & Patton, J. R. (2008). Informal assessments for transition:
Postsecondary education and training. Austin: PRO-ED.
Storey, K. (2007). Review of research on self-management interventions in supported
employment settings for employees with disabilities. Career Development for
Exceptional Individuals, 30, 27-34.
Synatschk, K. O., Clark, G. M., & Patton, J. R. (2008). Informal assessments for
transition: Independent living and community participation. Austin: PRO-ED.
Synatschk, K. O., Clark, G. M., Patton, J. R., & Copeland, L. R. (2007). Informal
assessments for transition: Employment and career planning. Austin: PRO-ED.
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P.
(2009). Evidence-based secondary transition predictors for improving
postschool outcomes for students with disabilities. Career Development for
Exceptional Individuals, 32(3), 160-181.
Wandry, D., Wehmeyer, M., & Glor-Scheib, S. (2013). Life-centered education: The
teacher’s guide. Arlington, VA: Council for Exceptional Children.
The importance of transition planning 25
A IMpoRTâncIA DA plAnIFIcAção DA TRAnSIção pARA oS AlunoS coM
neceSSIDADeS eSpecIAIS
Resumo
Este artigo analisa o processo de planificação da transição para a vida pós-
escolar dos alunos com necessidades especiais. Este processo tem uma forte
validade social, uma vez que uma das finalidades da educação é preparar os
alunos para uma cidadania plena. Um processo de transição sistemático
contribui para o aumento da probabilidade de estes alunos obterem melhores
resultados no período pós-escolar. Este artigo aborda cinco aspetos
fundamentais deste processo. No primeiro apresenta uma explicação do que
pode ser considerado adequado para um funcionamento bem sucedido como
adulto. No segundo analisa os elementos-chave/conceitos associados ao
processo de transição. No terceiro é apresentado um breve resumo da
literatura sobre transição. No quarto é apresentado um modelo que permite
conceptualizar o processo de planificação da transição, considerando que a
existência de um modelo deste tipo é útil na resposta às necessidades destes
alunos. Por último, são apresentados possíveis contributos da escola, família
e alunos para a planificação do processo de transição.
Palavras-chave
Transição; Planificação do processo de transição; Resultados no período pós-
escolar; Funcionamento do adulto
lA IMpoRTAncIA De lA plAnIFIcAcIón De lA TRAnSIcIón pARA loS
AluMnoS con neceSIDADeS eSpecIAleS
Resumen
El presente artículo pretende analizar el proceso de planificación de la
transición a la vida postescolar de los alumnos con necesidades especiales.
Este proceso tiene una sólida validez social, una vez que uno de los objetivos
26 James R. Patton & Min Kyung Kim
de la educación es preparar a los alumnos para una ciudadanía plena. Un
proceso de transición sistemático contribuye a un incremento de las
posibilidades de que estos alumnos obtengan unos mejores resultados en el
período postescolar. Este artículo aborda cinco aspectos fundamentales de
este proceso. El primero constituye una exposición de lo que se puede
considerar adecuado para un funcionamiento exitoso del adulto. En el
segundo se analizan los elementos-clave/conceptos asociados al proceso de
transición. En el tercero se realiza una breve síntesis de la literatura existente
sobre la transición. En el cuarto se presenta un modelo que permite
conceptualizar el proceso de planificación de la transición, considerando que
la existencia de tal modelo resulta útil para responder a las necesidades de
estos alumnos. Finalmente, se aborda la contribución que pueden dar la
escuela, la familia y los alumnos a una planificación del proceso de transición.
Palabras-clave
Transición; Planificación del proceso de transición; Resultados en período
postescolar; Funcionamiento del adulto
Recebido em fevereiro/2016
Aceite para publicação em abril/2016
i Department of Special Education, University of Texas at Austin, USA.
ii Department of Teaching and Learning, East Tennessee State University, USA.
All correspondence related to this article should be sent to: James R. Patton, Ed.D., Department of
Special Education, University of Texas at Austin, Sanchez Building, Rm 408A, Austin, Texas 78712
USA. Email: jpatton91@[Link]