Meeting the Needs of the Hidden Minority: Transition Planning Tips for LGBTQ Youth

Abstract

Effective transition planning requires school personnel to ascertain the preferences and interests of the student and to focus on services including instruction, related services, employment, and postschool living arrangements necessary to support postschool outcomes. While great strides have been made in meeting the needs of students with disabilities from diverse cultural and linguistic backgrounds, lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students with disabilities are often marginalized and disregarded in this process. This article aims to provide tips for effective transition planning for LGBTQ youth with disabilities.

Keywords:

• disabilities
• LGBTQ
• special education
• transition

Additional information

Notes on contributors

Frank Dykes

Frank Dykes is affiliated with the School of Education at the University of Texas at Tyler. His research interests include assessment, LGBTQ issues, and teacher preparation.

Suzanne Thomas

Suzanne Thomas is affiliated with Texas A&M University-Commerce. Her research interests include early childhood education, transition, and teacher preparation.