Transition in an Era of Reform

Abstract

Transition services for students with learning disabilities have not always been a priority in public schools. Although school personnel have long acknowledged the transition needs of students considered to have more severe disabilities, such as mental retardation, physical problems, and emotional disturbance, they do not always consider that students with learning disabilities also need transition programming. The result has been a neglect of these students' transition needs, which has likely contributed to some of the problems experienced by young adults with learning disabilities. This article focuses on the effect of educational reform on transition services for students with learning disabilities. General education reform—fueled by some of the critical reports of the 1980s — inclusion, and some of the more recent efforts to reform public education (namely, Goals 2000) are all discussed as they relate to the transition needs of students with learning disabilities.