Historical and Legislative Foundations

Abstract

in the United States (U.S. Department of Education, 2008). For many, graduation is a time of celebration—a rite of passage into independence and adult life. Unfortunately, this is often not the case for students with intellectual and developmental disabilities. For these students and their families, the transition from school to adult life may be a time of uncertainty and concern about the future (Bambara, Wilson, & McKenzie, 2007; Larkin & Turnbull, 2005). Students with intellectual and developmental disabilities lack the myriad opportunities and choices for postsecondary education, community living, and employment that are commonly available to their peers who are not disabled (Bambara et al., 2007; Wagner, Newman, Cameto, & Levine, 2005). They are often unable to participate in community employment and remain isolated from the community, lacking critical access to services and supports necessary for active participation in adult living (Houtenville, 2002; National Organization on Disability, Harris, & Associates, 2004). Although 2 decades have passed since Congress mandated that transition planning be included in federal law and though new advances in instructional technology have taken place, access to meaningful transition programs is at best “inconsistent” within schools. As such, the intended outcomes of comprehensive transition planning and services for all students 1