The implementation of transition planning and service coordination for special education students leaving high school in Ontario.

Abstract

Research has shown that developing a transition plan with students with disabilities while they are in high school helps to make the transition into adult life less stressful and more successful. This research examines the state of transition planning in Ontario in 1997/98 using Bronfenbrenner's (1972) ecological framework. A four phased, mixed methods design was employed. In phase 1, policies and documents pertaining to transition planning were requested from all English school boards in Ontario. Only 8 boards provided documentation suggesting that not many school boards had published documentation about transition planning in 1997. If transition planning was occurring, it was mostly in place for students with developmental disabilities. In phase 2, a questionnaire was mailed to 536 high schools across Ontario. The resulting data revealed that the majority of respondents believe they are doing most of the best practices for transition but many do not have a formal transition program in place for identified students. This part of the study showed that schools were not utilizing the services of community agencies to facilitate the process to the level of its potential. Furthermore, respondents indicated that the key to a successful program was the people in the school that managed it. The top barriers to transition programs were lack of money, personnel, resources, and time. The questionnaire was followed-up by 36 telephone interviews: phase 3. The interviews provided detailed information about the barriers that transition programs face, like transportation, community size, parental involvement, teacher training, levels of collaboration, money, time, and difficulties finding work placements. In phase 4, a week long case study of a highly collaborative transition program provided an example of how one region coped and overcame some of the barriers to implementing transition planning. This research provides a snapshot of transition planning in the province of Ontario in 1997/98 and suggests that the implementation process by the Ministry of Education needs to be improved if transition planning is going to be as effective as possible. Many issues were revealed that have potential implications for ongoing research and theory beyond the boundaries of Ontario.