What is it about?
As students with LLD enter secondary school, the provision of needed language-literacy intervention services drastically declines, although these students often require these services to facilitate their postsecondary success. Secondary students are expected to read, write, and think at more complex levels than ever before to meet post-graduation workforce demands. The inclusion of self-determination strategies is found to be related to positive post-school outcomes and can be readily integrated into transition planning. The integration of SLPs into the interprofessional team may ideally support secondary school student language-literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success.
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Why is it important?
Students with language-literacy deficits are more likely to experience difficulty with employment, independent living, and postsecondary education/training than their typically developing peers. Since postsecondary transition education mandates first appeared in the Individuals with Disabilities Education Act in 1990, postschool outcomes for students with disabilities have generally improved, but more needs to be done. Best practices for postsecondary transition planning includes the integration of (1) instruction in self-determination skills (e.g., self-awareness and goal setting), (2) active student participation in plan development, and (3) student leadership in transition plan meetings. The speech-language pathologist is an ideal member of the interprofessional team to help facilitate self-determination strategies and integrate student participation for students with LLDs in transitioning to life after school.
Perspectives
The deficits experienced by students with language difficulties affect academic, social, and community engagement success and without direct intervention and support, these students experience increasing challenges in and out of the classroom as they grow older. Compared to their peers, students with LLDs are less likely to complete a high school education, enroll in college and postsecondary training programs, or obtain steady employment. Additionally, students with LLDs are more likely than their peers without LLDs to utilize welfare programs or become incarcerated. We have to do better.
Professor Ginger G Collins
University of Montana
Read the Original
This page is a summary of: Speech-language Pathologists’ Role in Promoting Student Participation in Interprofessional Transition Planning Teams, November 2019, Emerald,
DOI: 10.1108/s0270-401320190000035017.
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