An Analysis of Transition in Five Introductory Special Education Textbooks

Abstract

This article reports on the findings of a review of five introductory special education textbooks to identify the presentation of six transition-related concepts: self-determination, self-advocacy, employment, postsecondary education, community participation, and residential options. While all of the textbooks presented information on transition, the amount and type of coverage varied. Two textbooks discussed transition from a more global perspective, whereas the other three presented more specific, instructionally related information. Some of the textbooks tended to reinforce stereotypical post-school outcomes for students with learning, emotional, and cognitive disabilities. Based on these findings, given that an introductory special education course is often students' only exposure to transition-related concepts, instructors must supplement textbooks with additional information.