| Abstract: | Many transition plans for students with learning disabilities suffer because (a) they often focus on the employment needs of students with more severe cognitive and physical disabilities and (b) they are not required until as late as 14 years old, sometimes too late for many students with learning disabilities. Lack of effective transition planning may result in inadequate postsecondary adjustment problems (e.g., under‐ or unemployment, restricted participation in community and leisure activities). The authors describe specific problems in transition planning for students with learning disabilities and offer suggestions for designing K‐12 transition plans that are uniquely suited for these students. |
