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

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Career Development and Transition for Exceptional Individuals


© 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.


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


Disability and Equity in Education | Educational Psychology



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