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Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for?*

Published online by Cambridge University Press:  07 January 2016

Sue C. O’Neill Open the ORCID record for Sue C. O’Neill [Opens in a new window] ,
Iva Strnadová Open the ORCID record for Iva Strnadová [Opens in a new window]  and
Therese M. Cumming Open the ORCID record for Therese M. Cumming [Opens in a new window]
Sue C. O’Neill*
Affiliation:
UNSWAustralia
Iva Strnadová
Affiliation:
UNSWAustralia
Therese M. Cumming
Affiliation:
UNSWAustralia
*
Correspondence: Sue O’Neill, School of Education, UNSW Australia, John Goodsell Building, Sydney, NSW 2052, Australia. E-mail: sue.oneill@unsw.edu.au
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Abstract

There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.

Keywords

individual transition planstransition planning
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 40 , Issue 1 , July 2016 , pp. 39 - 58
Copyright
Copyright © The Author(s) 2016 

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Footnotes

*

This manuscript was accepted under the Editorship of Umesh Sharma.

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