Making the postsecondary education match: a role for transition planning

Abstract

This article presents an argument that transition teams must actively work with students with disabilities to promote their success in postsecondary education. Successful transition planning for postsecondary education extends beyond meeting the academic requirements for admission. Planning efforts must also include direct skills instruction in self-advocacy, independent living, decision making, and working with students to identify career goals. Three primary areas of consideration stand out when creating a plan which promotes independence and responsibility within students as they prepare for postsecondary education: exploring postsecondary education environments, identifying skills needed by students for a successful transition, and identifying the family's role in promoting the skills of self-advocacy and independence.