Post school transitions for young people with disabilities
Collection launched: Dec 13, 2022
Guest editors: Dr. Elizabeth F. Hannah, Dr. Geraldine Scanlon, Professor Divya Jindal Snape, Professor Daniel Mays, and Professor Iva Strnadová
Transitions are an inherent feature of lifespan development, as all individuals experience distinct turning points, ideally followed by adjustment and stabilisation. Transition is a subjective experience and for disabled young people leaving school and their parents, it is the end of formal education potentially bringing new uncertainties and worries; access to timely and accurate information about future options, is essential.
Successful transition from compulsory education to lifelong learning and employment opportunities requires strategies that support parents to encourage the aspirations of their children and ensure that students with disabilities have access to as broad a range of choices in education, training and employment as possible. Building on educational qualifications, personal aspirations and societal expectations, being in employment, further education or training is seen as the principal marker of transition to adulthood and the primary driver of economic success in the developed world. However, international research suggests that post-school options for students with disabilities can be somewhat limited and that young people rarely take an active role in planning for life after school.
This special issue will aim to address key gaps in the literature, leading to international and interdisciplinary perspectives and the identification of recommendations for future research, policy, and practice.
Image: Artist: Monica Burns, In. Jindal-Snape, D. (Ed.), Preston, J. (Ed.), Fraser, S. (Ed.), Green, J., Burns, M., Ding, C., Santiago, T. L., Herd, D., & Williams, R. (2022). Neurology Specific Principles of Good Transitions: Preparing for Their Development Across the Lifespan. UniVerse. https://doi.org/10.20933/100001262. Licence: CC BY-NC-ND
