Transition Strengths and Needs of High School Students With Emotional and Behavioral Disorders

Document Type

Article

Publication Date

1-23-2021

Publication Title

Career Development and Transition for Exceptional Individuals

Abstract

© Hammill Institute on Disabilities 2021. A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and educational documents revealed significant differences between perspectives. On the Transition Planning Inventory–2, student ratings (n = 8) were higher than teacher ratings (n = 8) on eight out of 11 domains. Interview transcripts and transition plan documents revealed differences in strengths and needs related to career-related skills, academic subjects and skills, and personal characteristics. Based on these findings, we provide suggestions for further research and implications for practice.

Keywords

Emotional and behavioral disorders; High school; IEP development; Mixed-methods research; Student-focused planning

Disciplines

Disability and Equity in Education | Educational Psychology

Language

English

UNLV article access

Search your library

Share

COinS