Abstract
In a study that examined transition services for students with disabilities aged 18-21 years in the state of Wisconsin, respondent completed and returned 231 surveys. Survey data indicated that 50% of respondents lived in rural communities. The authors analyzed data for participant perspectives on components of transition planning in the areas of curriculum, employment, independent living, instruction, leisure/recreation, post-secondary education, transition, and transportation/mobility. Results included that the most common reported perceived barriers to provision of effective transition programming center around lack of resources. The authors discuss the specifics of these barriers and suggest ways schools may begin to remove or circumvent these barriers.
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