Best Practices vs. Reality: Student-centeredness In Post-secondary Transition Planning

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  • February 22, 2019
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  • Mooneyham, Erin Kirks
    • Affiliation: School of Medicine, Department of Allied Health Sciences, Division of Occupational Science and Occupational Therapy
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  • Introduction: •Transitioning from high school to post-secondary education, employment, or other opportunity is especially difficult for individuals with an intellectual and/or developmental disability (IDD). •Research has shown that transition-planning should be student-centered, meaning empowering the student to participate and share his/her emotions, opinions, and perspective. •Federal legislation states that transition services must be “based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests.” •There is little research that seeks to gain the student’s perspective on transition. Research question: From the student's perspective, how can transition planning be more student-centered?
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  • University of North Carolina at Chapel Hill. Department of Allied Health Sciences. Division of Occupational Science and Occupational Therapy. Student Research Day (2016: Chapel Hill, NC)
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