Forgotten but Crucial Aspects of Transition Planning for Inclusion
- Iva StrnadováIva StrnadováUniversity of New South Wales Sydney
Transition planning can increase positive post-school outcomes and inclusion for students with intellectual disabilities. Kohler’s Taxonomy for Transition Programming 2.0 is a useful tool for all stakeholders engaged in transition planning for this population. Grounded in research, the Taxonomy highlights five key practices: (a) student-focused planning; (b) student development; (c) interagency collaboration; (d) family involvement; and (e) program structures and attributes. Student-focused planning, and especially the student’s active involvement in transition planning, tend to be forgotten when it comes to students with intellectual disabilities.
While transition planning is oriented toward positive post-school outcomes in areas such as employment, independent living, and education, there are still two areas that remain largely ignored for students with intellectual disabilities—self-advocacy and sexuality education. Teachers, parents, and other relevant stakeholders need to provide more opportunities for development of self-advocacy skills, and for sexuality education. Kohler’s Taxonomy for Transition Programming 2.0 can serve as a useful tool when planning on how to integrate these two areas into transition-focused education.