Theories in Practice: School-to-Work Transitions-for-Youth With Mild Disabilities

Abstract

Systematic research into the school-to-work (STW) transition of young people with mild disabilities, a relatively new emphasis in education, has produced a wealth of information about factors associated with adult employment. Further, legislative mandates and recent educational reforms related to transition and access to the general curriculum have generated useful policy discussions about how schools can best support young people with disabilities to overcome documented barriers to work. However, theoretical perspectives embedded in and generated from research, policy, and practice on STW transitions of young people with disabilities are rarely discussed. The intent of this article is fourfold: (a) to summarize current research and models of practice on STW transition within the field of special education, (b) to identify implicit yet infrequently named theories in our research and practice, (c) to make connections to STW theories outside special education, and (d) to suggest how emerging perspectives can shape future research.