ABSTRACT

High school students perspectives related to school facilitation of involvement of students in the transition process were examined. Qualitative interviews with 40 high school students with Learning Disabilities (LD) were conducted using a semi-structured interview protocol and a constant comparative approach was used in data coding. Qualitative analysis of interview data resulted in the emergence of three primary themes based on student perceptions of what works in transition planning related to (1) diploma options and course choice, (2) meaningful Individualized Education Program and Transition Plan involvement, and (3) opportunities to explore transition domains of career and college preparation. Implications for practice include a discussion of ways in which schools can facilitate meaningful student involvement in transition planning for graduation and post-school success.

摘要

研究了高中生与学校促进学生参与过渡过程有关的观点。使用半结构化访谈协议对40名学习障碍（LD）的高中学生进行了定性访谈，并且在数据编码中采用了固定的比较方法。对学生的访谈数据进行定性分析后，出现了三个主要主题，这些主题基于学生对过渡计划中哪些有效的理解，与（1）文凭选择和课程选择，（2）有意义的个性化教育计划和过渡计划的参与以及（3）探索职业和大学准备过渡领域的机会。