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Abstract
Seven high school students with emotional disturbance were interviewed regarding their perceptions of their school experiences in preparation for transition. Students received support services from a behavior intervention program but spent the majority of the school day in general education classes. Interview data were collectively coded and transition related themes were identified including curricular relevance and student engagement, postsecondary employment, social supports, and independent living skills. Findings regarding the identified themes are presented. This study highlights the need for student participation in transition programming and to provide education relevant to postsecondary aspirations. Implications, future research directions, and limitations are also discussed.
Additional information
Notes on contributors
Andrea Flower
Andrea Flower is an assistant professor of special education at The University of Texas at Austin. Her primary research interests focus on the use behavior management strategies to facilitate academic and behavioral change. She is also interested in teacher preparation for managing challenging behavior in school settings.
John William McKenna
John William McKenna is an assistant professor of special education at St. John's University in Queens, New York. His research interests are responsible inclusion, evidence-based instructional practices for students with emotional and behavioral disorders and students considered at risk, positive behavior supports, and teacher training.
Christa D. Haring
Christa D. Haring is currently a research assistant professor at the University of South Florida and a project coordinator for the Center for Response to Intervention in Early Childhood. Her research interests include language and literacy interventions for at-risk readers as well as academic and behavioral interventions for students with emotional and behavioral disorders.
Barbara Pazey
Barbara Pazey is an assistant professor in the Department of Special Education and the Department of Educational Administration at The University of Texas at Austin. Her research interests include development of socially just administrator and teacher leadership preparation programs for meeting the academic, social, and emotional needs of students in general and special education programs; ethical leadership and decision making; and the empowerment of student voice.