Toward Self-Directed Learning, Post-High School Placement, and Coordinated Support Constructing New Transition Bridges to Adult Life

Abstract

Students without disabilities traditionally either enter postsecondary education or seek employment after high school graduation. These outcomes are not routinely experienced by youth with disabilities, however. Instead, they often face an uncertain future—one that may include unemployment or underemployment, social isolation, or dependence, despite federal legislation designed to pave the way toward successful and fulfilling adult lives. To address these inequalities, the authors propose constructing new transition bridges, including (a) teaching students to become self-directed learners before they enter high school, (b) assisting students in identifying where they would like to continue their education or work and placing these students in these student-identified destinations before they exit high school, and (c) coordinating post-placement support services with either postsecondary educational institutions or local agencies that provide employment support.