Abstract

Adolescents with disabilities and their families face many challenges, especially at critical transition points in their lives. Such transitions include moving from middle school to high school, moving from high school to employment, entering a postsecondary education program, and/or deciding to live independently in the community. The success of each transition is contingent upon the coordination of several factors such as services, experience, and programs that assist individuals in selecting and achieving goals. Due to the diversity of goals, various professionals including special educators, vocational support personnel, employers and community/adult service providers may participate in the transition assessment process. However, success of this process depends on the active involvement of the adolescent and his or her family.

This research investigated perceptions of deaf students to identify key services and experiences that facilitated their successful transition from secondary and post-secondary education into adult life and employment. The investigation considered students' participation in the planning process and what effect it had upon their decisions regarding directions or goals they chose to pursue. Implications for teachers and administrators who work with these students are also included.