Transition Tasks and Resources

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Abstract
Summary This paper examines the transition of twelfth grade students graduating from high school. The authors followed two groups, one drawn from mainstream educational programs, and the other from special education programs for students with learning disabilities or behavioral disorders. Participants were followed from the last semester of their senior year until six months following their graduation from high school. The study is presented through an ecological perspective that emphasizes the relationships between individuals and their social contexts. Attention is paid to both education-and employment-related transition outcomes, and to the processes involved in negotiating the transition, both generally and with regard to seeking employment. Results indicate that while most of the participants in both groups were engaged in some type of meaningful activity following the transition, the special education group showed higher risk for disengagement. Respondents reported relying on informal resources (e.g...