An Evidence Review of Key Transition Components for Students with Learning Disabilities

Authors

  • K. Alisa Lowrey University of Southern Mississippi https://orcid.org/0000-0001-7648-031X
  • Leonard Troughton University of Southern Mississippi
  • Ryan Nation University of Southern Mississippi
  • Samantha Papp University of Southern Mississippi
  • L. Denise Williams University of Southern Mississippi

DOI:

https://doi.org/10.18666/LDMJ-2023-V28-I1-11270

Keywords:

Transition, post-secondary, literature review

Abstract

The purpose of this analysis was to systematically review research specific to the transition of students with SLD and report identified key components of that process along with identifiable gaps to offer information useful for practitioners, families, and others that may be supporting students with SLD during transition. Researchers reviewed thirty years of research since the 1990 addition of transition to IDEA. Thirty-eight articles met established inclusion/exclusion criteria specific to students with SLD in the United States. Articles included qualitative and quantitative studies, literature reviews, policy papers, and conceptual frameworks describing effective transition practices and services.  Researchers identified nine key components as necessary to support students with SLD in effective transition. These key components are discussed, as well as recommendations and implications for future research.

Author Biographies

K. Alisa Lowrey, University of Southern Mississippi

College of Education and Human Sciences

School of Education

Professor

Leonard Troughton, University of Southern Mississippi

School of Education

Ryan Nation, University of Southern Mississippi

School of Education

Samantha Papp, University of Southern Mississippi

School of Education

L. Denise Williams, University of Southern Mississippi

School of Education

Published

2023-08-14

Issue

Section

Articles