VIDBE-Q Volume 68 Issue 2
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Karen E. Koehler, Shawnee State University, kkoehler@shawnee.edu
Kimberley M. Picard, Shawnee State University, kpicard@shawnee.edu
Emily Maginn, South Central Ohio ESC, Emily.maginn@scoesc.org
Transition and post-secondary outcomes for students with disabilities lag
behind students without disabilities. According to Sanford et al. (2011), students
with disabilities are completing college programs at a rate of just 38% (Sanford et
al., 2011), 13% less than the rate of their non-disabled peers. McDonnall (2010)
found that among young adults who were not attending high school or
postsecondary school, 38% of those with visual impairments were employed
compared to 73% of the general population. Some of the challenges to successful
transitions from secondary education for individuals who are Deaf or hard of
hearing include a lack of professional expertise in resources and strategies that best
fit the needs of these students and lower levels of proficiency in college and career
readiness skills (Luft & Huff, 2011). Research demonstrates that instruction and
success in many areas of the expanded core curriculum such as self-determination,
Transition Connections: Enhancing Options for
Children with Low Incidence Disabilities
