Transition and Students with Learning Disabilities

Abstract

This article initiates a double issue that addresses a traditionally absent or rare piece in the system puzzle of preparing individuals with learning disabilities to meet the challenges of adulthood. Most professional efforts have focused on academic preparation forthe 25 years or so that learning disabilities have been recognized. The rest of the person's adult adjustment (self-determination, life skills and community living, vocational preparation and employment, etc.) is presented within the framework of vertical andhorizontal transitions, to organize the reader to consider all the options that youth must consider and prepare for. Individualized transition planning is discussed as a dynamic vehicle by which to empower students and families to utilize strengths, set and reach short-term and long-range goals, and include community variables in the process. Finally, an overview of the two issues describestheir creation, their core common themes, and highlights of each article.