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Documenting the need for transition services at an earlier age.
T K Pledgie1, Q Tao1, C Freed1
1Delaware Department of Education, Dover, DE 19903, USA.
Work (Reading, Mass.)
|January 21, 2014
Summary
Students with disabilities leave high school at higher rates than their peers, underscoring the need for early transition services planning. This study supports initiating transition services planning for students with disabilities by age 14.
Area of Science:
- Special Education
- Educational Psychology
- Disability Studies
Background:
- The Individuals with Disabilities Education Act Amendments (IDEA) proposed lowering the age for transition services planning to 14.
- Previous policy discussions highlighted areas of agreement despite broader legislative challenges.
Purpose of the Study:
- To provide empirical support for initiating transition services planning at age 14.
- To analyze longitudinal data on school exiting rates for students with and without disabilities.
Main Methods:
- Examined enrollment records for over 7000 students in Delaware public schools.
- Analyzed data over a 5-year period for the Class of 1995.
- Compared school exiting rates between students with disabilities and their regular education peers.
Main Results:
- Students with disabilities exhibited significantly higher exiting rates in grade 9 compared to peers.
- Exiting rates for students with disabilities nearly doubled in grade 10.
- Alarmingly high exiting rates persisted for students with disabilities even in grade 12.
Conclusions:
- The study's findings strongly support the policy of beginning transition services planning at age 14 or earlier.
- Longitudinal data reveal a critical need for early intervention and support for students with disabilities to improve educational outcomes.
- Addressing the higher exiting rates of students with disabilities is crucial for equitable educational attainment.
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