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2015-02-25 (Vol 12, No 2)

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(3-8) A Study on Transition Strategies for Postsecondary Education of Adolescent Students with Disabilities

<Abstract>

This study investigated the transition education and system modification strategies for students with disabilities who transit from secondary education to postsecondary education setting. In addition, how the law related to special education support students with disabilities in postsecondary education and working places. The purpose of this literature review are: 1)investigate the postsecondary education program, 2)verify environmental change of transition from secondary education to postsecondary education setting and strategies of effective transition, 3)identify and suggest the needed strategies of adolescent students with disabilities who are transitioning into society.
First, although the number of students with disabilities who attend postsecondary education have been increased continually, most of them have had difficult time for preparing entrance requirement. In addition, due to the lack of needed services, economic problem, and noncollaborative modification, students with disabilities are tended to drop out more than students without disabilities. Students with disabilities could attend postsecondary education setting. However, the systematic support services are required in order to help them to solve the difficulties faced. Adolescent students with disabilities could gain their job among competitive employment, supportive employment, or sheltered employment depending on their disabilities and pertained skills.
Second, in order for adolescent students with disabilities to participate in postsecondary educational setting, the support to increase autonomy, self-regulation, psychological empowerment are needed. Through these, achieving self-realization of students with disabilities are necessary. In addition, self-advocacy skills for participating in the individualized transitional planning meeting are required.
Students with disabilities need to identify the entrance requirement, support service, curriculum modification provided for them and ask educational modification support. Adults agency service, secondary transition experts, school counselor, rehabilitation counselor could cooperate together for providing needed modification service for successful transition of them. In order to prepare transitioning of students with disabilities into adults life, systematic planning based on independent living skills, academic planning, and academic coursework are necessary.
Third, in order to help adolescent students with disabilities to have practical inclusion into society, functional skills for living in local community are necessary. Functional living skills in local community could be taught at home by parents. Also, special education teachers also could help students with disabilities to achieve functional living skills needed for living in local community by teaching those skills at educational environment similar with real local community.

Key words : transition education, postsecondary education, employment,inclusion into society
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