The Critical Importance of Effective Transition Planning and Programming for Students with Disabilities
According to the National Center on Education Statistics (2019), 68.2% of students with disabilities graduate high school. Massachusetts is on the higher end at 76.6% (DESE, 2021). When it comes to attending post-secondary institutions, 69% of students with disabilities attend some type of post-secondary schooling (NCES, 2022). According to the United States Department of Labor, individuals with disabilities, ages 16 and up, have an 11% unemployment rate. Research suggests a critical need for effective transition planning, including curriculum and support focusing on developing self-advocacy and self-determination skills. These skills are essential for increasing success rates within post-secondary settings or employment opportunities (Daly-Cano, Vaccaro & Newman, 2015; Hong, 2015; McCall, 2015).
Come join our panel discussion focusing on the importance of transition planning and programming within K12 schools for students with exceptionalities.
- Sherry Elder: Transition Specialist at the Westfield Public Schools
- Jill Curry, Transition Coordinator at the Newton Public Schools
- Kathryn Anderson, Special Education Teacher, at the Billerica Public Schools