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Perceptions of Culturally and Linguistically Diverse Exceptional Students Regarding Their Individual Transition Plans

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Title: Perceptions of Culturally and Linguistically Diverse Exceptional Students Regarding Their Individual Transition Plans
Language: English
Authors: Develyn Biagas, Belva C. Collins, LaSheba W. Hilliard
Source: Preventing School Failure. 2025 69(3):256-265.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Descriptors: Student Diversity, Transitional Programs, Individualized Transition Plans, Language Minorities, Cultural Differences, Minority Group Students, Cultural Influences, Gender Differences, Nontraditional Education, Student Attitudes, Urban Schools, Racial Differences, Instructional Program Divisions, Ethnicity, High School Students
Geographic Terms: California
DOI: 10.1080/1045988X.2024.2431977
ISSN: 1045-988X
1940-4387
Abstract: Culturally and Linguistically Diverse Exceptional (CLDE) students represent a vulnerable demographic often underserved in high school transition services. These students, who have diverse backgrounds and learning exceptionalities, face significant disparities in post-secondary outcomes. Specifically, CLDE students with Learning Disabilities (LD) exhibit lower rates of employment, post-secondary education attendance, and independent living outcomes. In alternative schools, students of color and those from low-income backgrounds are disproportionately represented and often encounter structural inequities that hinder their educational success. These settings may perpetuate marginalization, particularly in special education services and transition planning. This study explored the perceptions of secondary CLDE students with LD regarding their transition planning process, comparing their views with the actual ITP documents to assess alignment and effectiveness. Survey responses and student interviews revealed that most secondary CLDE students with LD at an alternative high school had positive perceptions of their Individualized Transition Plan (ITP) process, feeling involved and supported. The ITP, a critical component of the Individualized Education Plan (IEP), is intended to guide students' post-secondary goals. However, research indicates that ITPs for CLDE students are frequently generic and culturally exclusive, resulting in insufficient preparation for future success.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494406
Database: ERIC
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  Value: <anid>AN0186284245;psf01jul.25;2025Jul02.03:40;v2.2.500</anid> <title id="AN0186284245-1">Perceptions of culturally and linguistically diverse exceptional students regarding their individual transition plans </title> <p>Culturally and Linguistically Diverse Exceptional (CLDE) students represent a vulnerable demographic often underserved in high school transition services. These students, who have diverse backgrounds and learning exceptionalities, face significant disparities in post-secondary outcomes. Specifically, CLDE students with Learning Disabilities (LD) exhibit lower rates of employment, post-secondary education attendance, and independent living outcomes. In alternative schools, students of color and those from low-income backgrounds are disproportionately represented and often encounter structural inequities that hinder their educational success. These settings may perpetuate marginalization, particularly in special education services and transition planning. This study explored the perceptions of secondary CLDE students with LD regarding their transition planning process, comparing their views with the actual ITP documents to assess alignment and effectiveness. Survey responses and student interviews revealed that most secondary CLDE students with LD at an alternative high school had positive perceptions of their Individualized Transition Plan (ITP) process, feeling involved and supported. The ITP, a critical component of the Individualized Education Plan (IEP), is intended to guide students' post-secondary goals. However, research indicates that ITPs for CLDE students are frequently generic and culturally exclusive, resulting in insufficient preparation for future success.</p> <p>Keywords: Alternative school; Culturally and Linguistically Diverse Exceptional (CLDE); Individualized transition Plan (ITP); special education</p> <p>Culturally and Linguistically Diverse Exceptional (CLDE) students comprise a vulnerable population. These students have different backgrounds with language and learning exceptionalities (Grassi & Barker, [<reflink idref="bib24" id="ref1">24</reflink>]; Greene, [<reflink idref="bib25" id="ref2">25</reflink>]) and may be underserved in high school transition services (Garraway & Robinson, [<reflink idref="bib19" id="ref3">19</reflink>]; Lo et al., [<reflink idref="bib31" id="ref4">31</reflink>]). Statistics support the need for better post-secondary outcomes for all secondary students with disabilities. Sawyer ([<reflink idref="bib41" id="ref5">41</reflink>]) found that 21% of adults with a disability are employed versus 69% of adults without a disability, that 73% of students with a disability earn a high school diploma in California versus 85% of students without a disability, and that 25% of people with disabilities live in poverty (i.e. average annual incomes of less than $15,000). Specifically, CLDE students with Learning Disabilities (LD) may have lower rates of employment, post-secondary school attendance, and independent living outcomes than their general education peers without a disability (Shogren & Wittenburg, [<reflink idref="bib42" id="ref6">42</reflink>]; Wehman et al., [<reflink idref="bib47" id="ref7">47</reflink>]). Walker et al. ([<reflink idref="bib45" id="ref8">45</reflink>]) reported that 13% of students with LD advance to post-secondary education, compared to 53% of general education students.</p> <p>Students of color (especially Black and Latinx male students) and students from low-income backgrounds (i.e. eligible for free lunch) are overrepresented in alternative schools (Ballard & Bender, [<reflink idref="bib1" id="ref9">1</reflink>]; Perzigian et al., [<reflink idref="bib38" id="ref10">38</reflink>]). While Black students make up about 16% of students nationally, they represent 20% of students in alternative schools. These populations often face structural inequities as a result of biases that can contribute to school failure and the school-to-prison pipeline (Ballard & Bender, [<reflink idref="bib1" id="ref11">1</reflink>]; Wilkerson et al., [<reflink idref="bib48" id="ref12">48</reflink>]). Alternative education settings may function as tools of marginalization, especially in relation to special education services and transition planning (Martineau, [<reflink idref="bib32" id="ref13">32</reflink>]).</p> <p>While alternative education programs often report high graduation rates to state and local accountability agencies, transition plans at alternative schools may be problematic due to lowered post-high school expectations and vague transition goals (Mason-Williams & Gagnon, [<reflink idref="bib33" id="ref14">33</reflink>]). Since special education students in alternative schools tend to represent lower income, CLDE, behaviorally challenged, at-risk youth (Ballard & Bender, [<reflink idref="bib1" id="ref15">1</reflink>]; Perzigian et al., [<reflink idref="bib38" id="ref16">38</reflink>]), they may be recipients of inferior special education support services, including transition planning (Banks, [<reflink idref="bib2" id="ref17">2</reflink>]; Keel et al., [<reflink idref="bib28" id="ref18">28</reflink>]). This discrepancy can be viewed as an issue of inequitable educational opportunities for students of color (Banks, [<reflink idref="bib2" id="ref19">2</reflink>]; Keel et al., [<reflink idref="bib28" id="ref20">28</reflink>]).</p> <p>One contributing factor to poor outcomes for students at alternative schools is the prevalence of special education teachers with fewer credentials, qualifications, and preparation (Mason-Williams & Gagnon, [<reflink idref="bib33" id="ref21">33</reflink>]). Studies of alternative schools have shown that less than one-third of special education teachers and about 25% of content teachers hold certification in special education, leaving them ill-equipped to support high numbers of enrolled CLDE students (Martineau, [<reflink idref="bib32" id="ref22">32</reflink>]; Mason-Williams & Gagnon, [<reflink idref="bib33" id="ref23">33</reflink>]; Nygreen, [<reflink idref="bib35" id="ref24">35</reflink>]; Perzigian et al., [<reflink idref="bib38" id="ref25">38</reflink>]). Limited training in transition planning may directly affect post-high school outcomes (Mason-Williams & Gagnon, [<reflink idref="bib33" id="ref26">33</reflink>]).</p> <p>Wasburn-Moses ([<reflink idref="bib46" id="ref27">46</reflink>]) surveyed 117 alternative school leaders and found they mainly focused on academic support and crisis and behavior interventions while largely excluding agency collaboration and standards-based, grade-level instruction. Services were not primarily focused on supporting post-secondary needs, such as workshops on developing job related social skills and information about college transitions. According to Flowers et al. ([<reflink idref="bib16" id="ref28">16</reflink>]), leaders connected with agencies that dealt with social programs (e.g. mental health, juvenile justice, crisis intervention) over agencies that provided transition supports (e.g. CIRCLES model of interagency collaboration). These decisions take a reactive rather than proactive approach to post-high school success (Perzigian et al., [<reflink idref="bib38" id="ref29">38</reflink>]; Wilkerson et al., [<reflink idref="bib48" id="ref30">48</reflink>]). Leaders indicated positive perceptions about the quality of instruction provided at their schools but failed to consider students' perceptions.</p> <p>Researchers have suggested that the greatest disservice to CLDE students in many alternative schools is lowered academic standards; thus, standards that guide transition goals may not prepare them to compete for competitive post-high school opportunities, such as college admissions and workplace advances (Khalifa, [<reflink idref="bib29" id="ref31">29</reflink>]; Perzigian et al., [<reflink idref="bib38" id="ref32">38</reflink>]). It can be difficult for CLDE students to rise above poverty or transition to careers with opportunities for promotions. Martineau ([<reflink idref="bib32" id="ref33">32</reflink>]) argued that, while alternative schools are successful "on-ramps for re-engaging youth back into school, they too often remain early exit ramps from school," with students learning just enough to graduate (p. 1). Such transition practices maintain the status quo, keeping students impoverished and unprepared to enter college, attain a career (not a dead end job), and advance in society (Hurtado et al., [<reflink idref="bib26" id="ref34">26</reflink>]; Wasburn-Moses, [<reflink idref="bib46" id="ref35">46</reflink>]).</p> <p>The Individualized Transition Plan (ITP) is a document that details a student's plans for life after high school (Cavendish & Connor, [<reflink idref="bib5" id="ref36">5</reflink>]; Sawyer, [<reflink idref="bib41" id="ref37">41</reflink>]) and is a part of the Individualized Education Plan (IEP). In California, the ITP is integrated into the IEP process, and the first transition planning meeting must take place by the time the student turns 16. The Individualized Transition Plan (ITP) must include at least one goal in each of the following three areas: education or training, employment, and independent living (IDEA, 2004). California's approach mandates that the ITP be reviewed annually and must thoroughly address the services and supports needed to help the student gain the skills and experiences necessary to achieve their desired post-school goals (Gartland & Strosnider, [<reflink idref="bib21" id="ref38">21</reflink>]). This process ensures alignment with both state and federal guidelines, though other states may have different methods for documenting transition plans, such as standalone documents or integrated forms within the IEP. In some states, transition planning might begin earlier, or the emphasis on independent living skills may vary depending on state policies. This meeting should cover measurable post-secondary goals based on age-appropriate transition assessments (Garraway & Robinson, [<reflink idref="bib19" id="ref39">19</reflink>]).</p> <p>Research indicates that CLDE students' (especially students attending alternative schools) ITPs may be generic, culturally exclusive, and devoid of specific details about future goals and aspirations. When the ITP is devoid of students' cultural values, the result is a lack of appropriate post-secondary preparation in relation to employment, post-secondary education, and independent living, which should influence the transition planning process (Cavendish & Connor, [<reflink idref="bib5" id="ref40">5</reflink>]; PACER, 2017).</p> <p>Incorporating CLDE student voices is critical to improving post-secondary success (Cavendish et al., [<reflink idref="bib6" id="ref41">6</reflink>]; Fleming-Castaldy & Bauck Horning, [<reflink idref="bib14" id="ref42">14</reflink>]) because unique perspectives can inform changes in practice that may better meet post-secondary needs (Dryden et al., [<reflink idref="bib11" id="ref43">11</reflink>]; Garrison-Wade, [<reflink idref="bib20" id="ref44">20</reflink>]). Therefore, the purpose of this study was to examine how a group of secondary CLDE students with LD in an alternative school perceived their transition planning process. The study examined students' perceptions of ITPs and the planning process through surveys and interviews. In addition, the study compared student perceptions with actual ITP documents to evaluate how well these aligned. The researchers addressed the following research questions:</p> <p></p> <ulist> <item> How do secondary CLDE students with LD at an alternative high school perceive the ITP process?</item> <p></p> <item> To what extent do the perceptions of these students reflect the content of their ITPs?</item> </ulist> <hd id="AN0186284245-2">Method</hd> <p>This study used a mixed methods research design combining four types of data collection: (a) surveys, (b) follow-up interviews, (c) interview field notes, and (d) ITP document reviews. These sources allowed triangulation and merging of data for a comprehensive analysis (Creswell & Garrett, [<reflink idref="bib10" id="ref45">10</reflink>]; Mertens, [<reflink idref="bib34" id="ref46">34</reflink>]). The follow-up interviews and survey responses served as baseline data to support the students' prior knowledge about their transition plan and its process. The quantitative phase consisted of a survey measuring each participant's perceptions regarding the ITP process to address (i.e. Research Question 1 -how secondary CLDE students with LD at an alternative high school perceive the ITP process).</p> <p>Also, the qualitative phase addressed Research Question 1. Each participant answered one open-ended survey question; then, a subset of participants took part in online follow-up interviews to increase the validity of the survey data (Barton et al., [<reflink idref="bib3" id="ref47">3</reflink>]). Interviews allowed participants to explain reasons for perceptions and expound on ideas for further clarification. Field notes captured the primary researcher's thoughts, perceptions, and observations of participants during interviews. Last, the primary researcher reviewed each interviewee's ITP document to compare goals stated in the ITP with goals reported by participants (i.e. Research Question 2 - the extent to which perceptions of secondary CLDE students reflect the content of their ITPs).</p> <hd id="AN0186284245-3">Setting</hd> <p>The study was conducted at an alternative charter school located in a large urban school district in Southern California. The school serves a diverse student population of 550, including those with and without Individualized Education Programs (IEPs). This school is specifically structured to support students with exceptionalities, particularly those with mild to moderate disabilities. The special education services provided are comprehensive, ensuring that students with disabilities receive tailored instruction and support. The school employs specialized staff, including special education teachers, paraprofessionals, and counselors, who work collaboratively to create individualized learning plans and interventions for each student. In addition, there is a strong emphasis on inclusion, with students receiving services in both general and special education settings based on their needs.</p> <p>The demographic composition of the school includes 75% Latinx, 13% White, 7% African American, and 5% representing other ethnicities, with English language learners comprising 18% of the enrollment. The school serves a high poverty community, with 432 students (82%) classified as socioeconomically disadvantaged, qualifying for free or reduced lunch.</p> <p>In response to the significant social and behavioral challenges faced by many of the students, the school has implemented specific social behavioral interventions as part of its educational framework. These interventions include a Positive Behavioral Interventions and Supports (PBIS) program, which emphasizes proactive strategies for defining, teaching, and supporting appropriate student behaviors to create a positive school environment. In addition, the school offers social-emotional learning (SEL) programs that are integrated into the curriculum to help students develop key skills such as emotional regulation, resilience, and interpersonal communication. Counseling services are also readily available, with both individual and group sessions designed to address the emotional and psychological needs of students. Despite the challenges posed by the environment, the school provides a safe and supportive space for students, with core values that center on fostering positive social behaviors, such as a growth mindset, resourcefulness, civic engagement, and determination.</p> <hd id="AN0186284245-4">Participants</hd> <p>Study participants included 11 Latinx and African American male, female, and non-binary, secondary CLDE students in grades 9–12. These participants all received special education services and were eligible for specialized academic instruction to access the general curriculum. The primary researcher was an African-American female with 24 years of teaching experience who was earning a doctorate in Special Education. She used a purposeful sampling method (Palinkas et al., [<reflink idref="bib37" id="ref48">37</reflink>]) to recruit voluntary CLDE student participants with existing ITPs through confidential teacher referrals. In addition, she selected four outlier students from survey responses for follow-up interviews to further explore their perceptions and assigned each a number to protect privacy.</p> <hd id="AN0186284245-5">Data collection procedures</hd> <p>Students completed an online, eight-question survey regarding perceptions of the ITP process. The primary researcher was present during the survey to read survey questions aloud and to answer and clarify questions, as needed. In follow-up interviews, the researcher followed a protocol based on the study's two research questions. For the first research question (i.e. how secondary CLDE students with LD at an alternative high school perceive the ITP process) the researcher asked about students' perceptions and feelings toward the ITP planning process. For the second research question (i.e. the extent to which perceptions of secondary CLDE students with LD reflect the content of their ITPs), she explicitly asked students to explain what was included in their ITPs. Each audio recorded interview lasted 45–60 min and was later transcribed for analysis by the researcher and a second coder, who was also a doctoral student. The researcher returned the transcription to the students to ensure their true thoughts were conveyed as a member check (Creswell & Creswell, [<reflink idref="bib9" id="ref49">9</reflink>]).</p> <p>A template ensured field notes collected during each interview included similar data. The researcher documented each student's demeanor and behaviors during the interview and described the physical environment (Yin, [<reflink idref="bib50" id="ref50">50</reflink>]). The template had a section for the researcher to indicate any specific references to goals to facilitate a comparison with corresponding ITP documents. Last, the researcher obtained a copy of each student's ITP to compare document goals with students' understanding of them. This addressed the second research question regarding participants' understanding of their ITP goals.</p> <hd id="AN0186284245-6">Data analysis</hd> <p>The primary researcher analyzed survey data using descriptive statistics to describe group trends in survey responses for each question. She further analyzed survey responses in terms of students' gender, race, and age and thematically coded responses to the open-ended question using grounded theory (Corbin & Strauss, [<reflink idref="bib8" id="ref51">8</reflink>]). The researcher transcribed interview responses verbatim and coded them thematically using grounded theory (Corbin & Strauss, [<reflink idref="bib8" id="ref52">8</reflink>]; Glaser, [<reflink idref="bib23" id="ref53">23</reflink>]). Following Chametzky's ([<reflink idref="bib7" id="ref54">7</reflink>]) procedures, she first performed open coding line by line through each interview transcript (Williams & Moser, [<reflink idref="bib49" id="ref55">49</reflink>]). Another doctoral student in Special Education also coded 30% of the data to triangulate and validate codes (Sousa, [<reflink idref="bib43" id="ref56">43</reflink>]). Any disagreements resulted in discussion, after which both raters recoded until they reached 100% agreement. Last, the researcher analyzed codes to understand any emergent relationships between them.</p> <p>The researcher coded field notes for themes with a focus on student behaviors and nonverbal communication observed during the interviews to reveal attitudes toward ITPs and triangulate interview transcripts (Creswell & Creswell, [<reflink idref="bib9" id="ref57">9</reflink>]). For example, if a student responded to a question with hesitancy, anger, or frustration or by looking away from the interviewer, these behaviors provided further support for verbal responses in the interview. In addition, the researcher coded initial observations and reactions and used emergent themes as a springboard for investigating interview data.</p> <p>The researcher compared each student's ITP transition goals to goals the student stated in the interview to check for accuracy. First, she identified and highlighted all goals described in the interview transcript. Then, she compared all goals in the ITP to ITP goals mentioned by the student, with each correct match resulting in one point. Results revealed the extent to which students accurately understood their ITP goals. To ensure unbiased analysis, she analyzed the interview transcript before reviewing the ITP document. This showed not only how accurately students understood their goals, but also whether their level of confidence in understanding their goals matched the level of accuracy.</p> <hd id="AN0186284245-7">Results</hd> <p></p> <hd id="AN0186284245-8">Research question 1: perceptions</hd> <p>Data consisted of 11 tabulated survey responses and 4 transcribed student interviews that provided an in depth look into students' perceptions (Table 1). These results answer Research Question 1 (i.e. perceptions of secondary CLDE students with LD at an alternative high school toward the ITP process). Overall, survey responses suggested students had positive perceptions of their ITP process (Table 2). In general, most students thought their transition meetings went well (9 of 11), felt they participated actively in the meeting (9 of 11), agreed their family was involved during their transition planning meeting (8 of 11), knew their transition goals (10 of 11), felt comfortable talking to ITP team members (10 of 11), agreed the transition planning team considered "my family and cultural background" when making the plan (7 of 11), and agreed their transition goals matched their personal goals (7 of 11).</p> <p>The last survey question asked if students felt their transition plan goals matched their personal goals. Most students (7 of 11) agreed with the statement; several responded they were not sure their personal goals were written on their ITP documents although a review showed their goals were listed. Most (9 of 11) of the students' ITP documents included specific information students mentioned (e.g. college names, specialty college courses of study).</p> <p>African American students reported a more positive perception of the transition process than students of Latinx and multiple race backgrounds; however, African American students' perceptions of cultural considerations (<emph>M</emph><bold></bold>=<bold></bold>2.00) and the extent to which the ITP planning process met their needs (<emph>M</emph><bold></bold>=<bold></bold>2.00) were less positive (Table 3). Although references to culture received a lower mean score, interviews revealed inclusion of culture in the ITP planning process was not important for most students.</p> <p>Latinx students (<emph>n</emph><bold></bold>=<bold></bold>7) reported less positive perceptions regarding their transition plans matching personal goals (<emph>M</emph><bold></bold>=<bold></bold>1.90) but often could not recall goals listed on their ITPs. Multiple-race students (<emph>n</emph> = 2) reported the lowest scores of all racial groups but scored highest on Survey Question 6 (<emph>M</emph> = 3.00) regarding cultural inclusion. They felt their ITP goals matched personal goals (<emph>M</emph> = 3.00). Students from all three racial groups responded similarly when asked whether the planning process met their needs (Q7), suggesting room for improvement in this area. Overall, survey results indicated all racial groups of students had positive experiences with their ITP meetings. No question received unanimous disagreement. All standard deviations were close to the mean, indicating similar student responses within racial groups.</p> <p>In addition, female students generally reported more positive perceptions of the transition planning process than male and non-binary students but lower perceptions related to transition plans meeting specific needs (<emph>M</emph><bold></bold>=<bold></bold>2.00) and matching personal goals (<emph>M</emph><bold></bold>=<bold></bold>1.90). Males responded consistently lower than females, with one exception; they unanimously reported agreement that their transition goals matched personal goals (<emph>M</emph><bold></bold>=<bold></bold>3.00). The one non-binary student reported mixed perceptions of the ITP process. They did not agree their transition meeting went well (<emph>M</emph><bold></bold>=<bold></bold>1.00), nor could they report positive results regarding participation in the meeting (<emph>M</emph><bold></bold>=<bold></bold>1.00). Despite this, they reported they felt comfortable in the meeting (<emph>M</emph><bold></bold>=<bold></bold>3.00) and the ITP team considered their culture during the planning process (<emph>M</emph><bold></bold>=<bold></bold>3.00). They also agreed their transition and personal goals matched (<emph>M</emph> = 3.00). The researcher also analyzed data according to grade level. Twelfth graders had slightly more negative perceptions of the process than other grade levels. Perhaps the 12th graders' scores are more varied because they were closer to completing school and utilizing these plans independently and had apprehensions about their plan's usefulness to their futures. The 9th through 11th graders all reported consistently positive results on all eight survey questions.</p> <p>Interview data consisted of four transcribed interviews, coded and analyzed thematically, to delve deeper into student perceptions. Six themes emerged from the analysis. These included background knowledge of the ITP and ITP process, participation, gender differences, culture, body language or behavior cues, and suggestions for change. In addition, 16 subthemes emerged. Each theme is defined, and its subthemes are discussed in the following sections.</p> <hd id="AN0186284245-9">Background knowledge of the ITP and process</hd> <p>The researchers defined background knowledge of the ITP as the extent to which students could clearly describe the ITP process at their school. This included knowing what would take place during their ITP meeting and which ITP members would be present along with their expected roles. From this theme, two subthemes emerged: (a) knowledge of the process vs. not knowing what to expect and (b) confusing IEP and ITP goals. These subthemes highlighted confusion students faced regarding the ITP meeting and process.</p> <p>Most interviewed students (3 of 4) expressed confusion or need for clarification regarding their ITP plans. In the interview, one male student immediately asked, "What is an ITP?" Another male student shared, "I was a little nervous [about the meeting] because I did not know what to do." Most students confused ITP and IEP goals. When asked to describe her ITP goals, one female student chuckled and said, "Of course I know what my goals are. I have a goal to come to school on time, to turn in my assignments on time, to map a route to get to school using the city bus, and to practice my reading skills every night." A check of her ITP plan revealed she had intermixed IEP and ITP goals.</p> <p>In addition to evaluating students' understanding of the ITP and IEP process, it is essential to assess their baseline knowledge of key legal frameworks that impact their educational rights, such as IDEA and ADA. Future research could include specific questions on whether students understand the differences between IDEA, which governs special education services, and ADA, which focuses on broader civil rights protections. This would help gauge whether students are fully informed about their legal rights and the purpose of transition planning under these frameworks.</p> <hd id="AN0186284245-10">Participation</hd> <p>The researched defined the theme of participation as how students described interaction and involvement during their ITP meetings. Subthemes included perceptions of feeling (a) connected vs. disconnected, (b) participating vs. remaining silent, (c) ignored vs. included, and (d) comfortable vs. just being there. Three students reported actively participating in their meetings; most were satisfied with how they were included. One noted, "It went mostly well because they figured out what I needed to do to improve and what I'm getting better at and just understanding what they were saying and being transparent throughout the whole meeting."</p> <p>One male student had negative perceptions of his participation and blamed this on his teachers. He explained, "I did not understand it, so they did it for me," and "I felt rushed." Another male student was generally satisfied with his level of participation but expressed, "I guess I was okay with them just telling me where to sign." This theme demonstrated how each student interacted with other ITP members and explained why they could not recall the content of their ITPs or talk about the meeting's purpose.</p> <hd id="AN0186284245-11">Gender differences</hd> <p>The theme of gender differences highlighted communication styles and emerged through the researcher's observations of students' body language and communication styles. The only subtheme was hesitant vs. confident or assertive. Findings showed males tended to be silent whereas females tended to be more talkative, and males were more hesitant whereas females showed confidence and assertiveness.</p> <p>During the interview, the researcher noted that males initially provided brief yes or no responses. When asked if the transition meeting went well, one male raised his arms to gesture he did not know. When reassured there would not be any punitive repercussions to sharing his thoughts, he then answered neutrally and shook his head signaling disagreement with a sad or disappointed expression. In contrast, a female provided a rich description of her ITP meeting, sharing "We talked about my plans for college and my plans for life. I asked them to keep it real with me and let me know the areas I would need to improve and they did."</p> <hd id="AN0186284245-12">Culture</hd> <p>The theme of culture was defined as ways of life and beliefs passed down from generation to generation. In relations to ITP documents, cultural inclusion could mean students' language, living arrangements, budgeting practices, transportation styles, working environment, and religious beliefs or practices being infused into ITP goals. The subtheme (i.e. benefit vs. deficit) highlighted how some students perceived the concept of cultural inclusion in the ITP as a benefit whereas others saw it as a disadvantage.</p> <p>One Latinx participant found culture to be a positive inclusion that was automatic throughout participation in her ITP meeting. She explained, "My culture did not need to be mentioned because it is included automatically since I am talking for myself about my plans for after I graduate." This suggested her ITP document included her culture through her participation in the meeting. However, two African-American students reported their culture was not considered during the ITP process, and one student found the inclusion of his culture to be offensive and abhorrent. According to this student, <emph>"</emph>Culture was not brought up at all. That is a good thing. My culture does not matter. It would not help me succeed. Things would get worse." He continued, "Why would I want my culture to be written on this document if I am trying to get a job and be successful in the future?"</p> <hd id="AN0186284245-13">Body language or behavior cues</hd> <p>The theme of body language and behavior cues included mannerisms, gestures, facial expressions, and unspoken body language in which students engaged during interviews. This theme highlighted how they used body language and facial expressions to express understanding or lack thereof. For example, some students hesitated to start the interview or ask clarifying questions. Males appeared more hesitant and females more confident and assertive. For example, after hearing the first interview question, one male sat quietly and wide eyed with a confused expression on his face and never asked clarifying questions or expressed a need for clarification; he just stared at the researcher, waiting for her to interpret his expression and understand his inability to answer the question.</p> <hd id="AN0186284245-14">Suggestions for change</hd> <p>As a follow-up to Survey Question 7, suggestions for change referred to student recommendations or admonishments to make the ITP meeting or process better for future students. Almost all shared a suggestion. Subthemes included recommendations, such as (a) teachers speaking in simple phrases, (b) making sure students feel included and seen, and (c) talking <emph>to</emph> and not <emph>at</emph> students. One male shared, "Teachers need to not rush during the meetings and use words we can understand." This highlighted importance of student voice and inclusion.</p> <hd id="AN0186284245-15">Research question 2: ITP content analysis and participant perceptions</hd> <p>Research Question 2 examined the extent to which students' perceptions of their goals reflected the content of their ITPs. The ITP document analysis (<emph>n</emph><bold></bold>=<bold></bold>11) consisted of a comparison between goals listed on ITP documents and students' survey and interview responses regarding perceptions of their transition goals. Results indicated students often confused ITP and IEP goals. In response to a question about her ITP goals, one female confidently and immediately responded, "I have a goal to improve my reading skills," which was an IEP academic goal. She continued, "I also have a goal to learn to catch the bus to college," which reflected a transition goal on her ITP. This illustrates the confusion participants demonstrated.</p> <p>Most students could positively recite personal goals during interviews, although most were uncertain if these goals appeared on their ITPs. A student shared, "I don't know if this is on there, but I know we talked about it." Contrary to their perceptions, almost all (9 of 11) of their ITP documents revealed personal goals that matched interview responses. Most goals were written with detail, specificity, and personalization, but students did not know this. This demonstrates a lack of communication between the ITP team and students about contents of the ITP, which could cause confusion and compromise the usefulness of the document.</p> <hd id="AN0186284245-16">Discussion</hd> <p>The study's goals were to examine perceptions of alternative school CLDE students with LD regarding their ITP planning process. The findings provide insight into the experiences students had during the process. Each of the overarching themes provides opportunity to reflect on implications for professional practices and consider how they can be changed to better meet the needs of secondary CLDE students with LD in alternative school settings (Figure 1). The perceptions shed light on students' understanding and areas in which they need support. Based on the analysis of themes from survey and interview data, ITP teams can determine changes to improve the ITP process and post-secondary outcomes for CLDE students.</p> <p>The study's findings suggest that, although team members produced ITP plans specific to their desires, CLDE students unanimously reported recommendations for change. Students' perceptions of ongoing challenges were communicated as the use of hard-to-understand language, rushed meetings, students' limited understanding of the transition process, confusion between IEP and ITP goals, and limited opportunities to incorporate student voice. The following discussion is categorized to highlight the beginning, middle, and end of the ITP process.</p> <hd id="AN0186284245-17">Beginning the ITP process: knowing what to expect and how to contribute</hd> <p>Decades of research studies (Dryden et al., [<reflink idref="bib11" id="ref58">11</reflink>]; Flennaugh et al., [<reflink idref="bib15" id="ref59">15</reflink>]) have produced evidence stressing student voice and participation in creating ITPs and participating in ITP meetings in ways contributing to positive post-secondary and in-school outcomes (Gartland & Strosnider, [<reflink idref="bib21" id="ref60">21</reflink>]). The students in this study did not know what to expect or how to contribute during the ITP meeting process. The findings add to existing literature in calling for better practices in informing and preparing them about the ITP process and meeting, especially CLDE students. Findings further echo the conclusion of Greene ([<reflink idref="bib25" id="ref61">25</reflink>]) that students have little to no knowledge regarding expectations during the planning and implementation phases of ITP meetings. They need more information to be involved in the process and take ownership and leadership in the development and implementation of the ITP (i.e. thus advocacy).</p> <p>A way to transform the transition planning process could be establishing a protocol for informing and preparing CLDE students. School practitioners could provide a student guide written in student-friendly language to walk them through the ITP process before the meeting so they feel comfortable and know what to expect. The guide could list what to bring to meetings and details about what to expect before, during, and after the meetings. Students could be involved in creating the guide, using creative measures (e.g. graphics, cartoons, eye catching colors) to explain the relevance and importance of the ITP document. This would make the ITP more authentic and user-friendly and facilitate student ownership.</p> <p>Self-advocacy is an important skill in all facets of life. Since research shows this is missing for students during the secondary transition planning process (Dryden et al., [<reflink idref="bib11" id="ref62">11</reflink>]), ITP teams should provide them with more self-advocacy practice by having them lead and actively participate in the ITP process. This may help them feel better prepared to represent themselves both in high school and later in college, at work, or in their communities. Better informing students about the meeting could ensure ITP goals are individualized, and this personalization could empower them to take more ownership of their ITPs (Cavendish & Connor, [<reflink idref="bib5" id="ref63">5</reflink>]).</p> <hd id="AN0186284245-18">During the ITP process: Improving services or collaborations</hd> <p>This study revealed students did not feel supported during ITP meetings by other interagency personnel, such as a social worker from a county agency, a practitioner from the Department of Rehabilitation or Social Security office, or a college advisor from the Office of Special Education. Students in the study did not mention their ITP plans including any services provided by outside agencies in their community although research encourages this collaboration (Flowers et al., [<reflink idref="bib16" id="ref64">16</reflink>]). Stronger collaborative relationships need to be established between the ITP team, student, and local social service providers during meetings. Similar to the CIRCLES interagency intervention (Flowers et al., [<reflink idref="bib16" id="ref65">16</reflink>]), teams should connect students with outside agencies that could provide additional support for their transition beyond a legal requirement. CLDE students and families should be connected with different social service agencies sooner rather than later due to long waiting lists.</p> <p>Interagency ITP team members can each play a different role in rhe ITP process. For example, one team member can ensure the student and family have a city bus voucher to attend the meeting. Another can ensure they are briefed about the ITP process and expectations for participation. Lack of communication and collaboration between school based ITP members and members from community or social agencies indicates students may have little or no help for life after high school from a well-rounded team of personnel. An interdisciplinary team should work together to create holistic goals for the ITP. When interagency team members fail to do this, the ITP document may not be used with precision after graduation.</p> <hd id="AN0186284245-19">Following the ITP process: Implementing ITPs that uniquely match students' desires</hd> <p>Fullarton and Duquette ([<reflink idref="bib18" id="ref66">18</reflink>]) asserted that ITPs are more likely to be implemented when based on student desires and dreams. Team members should listen to students and include their perspectives in the meeting (Cavendish & Connor, [<reflink idref="bib5" id="ref67">5</reflink>]). Results of this study indicated a greater emphasis is needed on catering to student's strengths, needs, and desires. This can happen when ITP teams ask for and implement student feedback in creating ITPs that authentically reflect the student. Since teachers, parents, and students may not share the same vision for transition, student input and participation is essential needs to be at the forefront of all decisions in creating specific and detailed goals (Garrison-Wade, [<reflink idref="bib20" id="ref68">20</reflink>]).</p> <p>An important aspect of student identity in the ITP should be cultural background, but research confirmed points to a lack of cultural inclusion in transition planning (PACER Center, [<reflink idref="bib36" id="ref69">36</reflink>]). This study's results revealed that none of the reviewed ITPs included references (indirectly or directly) to students' cultures. It is important to note there can be a discrepancy in the way some students view their racial status in society (Durden et al., [<reflink idref="bib12" id="ref70">12</reflink>]). And several researchers have asserted that nonwhite students often feel the need to denounce their cultural heritage to succeed in school (Brown, [<reflink idref="bib4" id="ref71">4</reflink>]; Fordham & Ogbu, [<reflink idref="bib17" id="ref72">17</reflink>]). Dialogue during this study supports this. CLD students who do not embrace their culture in the academic setting are likely to reject purposeful inclusion of their cultures in ITPs (Cavendish & Connor, [<reflink idref="bib5" id="ref73">5</reflink>]).</p> <p>For CLDE students to receive maximum benefit from their ITPs, they must be able to identify with and connect them to their lived experiences, cultures, practices, beliefs, and norms of reference (PACER Center, [<reflink idref="bib36" id="ref74">36</reflink>]; Povenmire-Kirk, Bethune et al., [<reflink idref="bib39" id="ref75">39</reflink>]). Practitioners should consider applying Culturally Responsive Transition Planning (CRTP; Farnsworth & Mackenzie, [<reflink idref="bib13" id="ref76">13</reflink>]) as a framework to ensure students' cultures are appreciated and included in their ITPs (Virginia Commonwealth University, [<reflink idref="bib44" id="ref77">44</reflink>]). Specifically honoring students' cultures and including them in ITP documents entails writing transition goals based on increased knowledge of CLD students' experiences at home and at school (Greene, [<reflink idref="bib25" id="ref78">25</reflink>]; Povenmire-Kirk, Diegelmann et al., [<reflink idref="bib40" id="ref79">40</reflink>]). This includes identifying transition goals that support values of the student and family within the three transition domains (i.e. vocational training, independent living, and community work experiences). Teachers who use CRTP specifically include aspects of CLD students' "cultural knowledge, prior experiences, frames of reference, and performance styles to make learning more relevant and effective for them" (Gay, [<reflink idref="bib22" id="ref80">22</reflink>], p. 93).</p> <hd id="AN0186284245-20">Limitations and future research</hd> <p>Several limitations should be considered that lessen this study's generalizability to a greater population, including those in the state in which it was conducted. Although 11 secondary CLDE students completed the survey, the researcher only examined four of their transition plans. Therefore, it is unclear whether these 4 students are representative of peers at their school, as well as students in similar programs. Moreover, the researcher only interviewed students from one alternative high school; therefore, it is just one sample of perceptions of high school students. Last, although the researcher calculated the percentages of individual students based on gender, race, and grade level, sample size was limited to the views of a small group of students. Since the sample focused on perceptions of alternative school CLDE students with LD, future research should extend the research to a greater more diverse population.</p> <p>Another limitation is that participants only included students. The study did not examine teacher perceptions nor school policy regarding transition planning. This additional information would create a better understanding of student perceptions in the context of their school environment. Also, students responded based on memory of transition meetings which may have occurred almost a year before the study, and their memories may not be completely accurate. This may explain gaps between the transition planning process and participants' actual needs at the time of transition.</p> <p>Regardless of the limitations, perceptions of CLDE students in this high school may lead ITP team members and educational stakeholders to further investigate perceptions of students in this and other settings to help ensure all students are well-informed and involved in transition planning. It is recommended that future studies assess students' baseline understanding of the legal frameworks governing their transition rights (IDEA and ADA) and the purpose of transition planning. This could involve pre-meeting questionnaires to ensure that students are fully informed and prepared to actively engage in the process.</p> <p>Future researchers should investigate how ITP personnel interact with and prepare ITP documents for secondary CLDE students who attend alternative schools by examining ITP plans, goals, and students' perceptions and comparing this to CLDE students who attend traditional high school settings. Since alternative schools tend to be smaller in size with fewer teachers, students, and support personnel, researchers could compare student perceptions from these two types of learning environments, considering gender, culture, disability, body language, and comfort levels with the ITP team members.</p> <p>Another area of research could focus on interventions that teach CLDE students what to expect throughout the ITP process since this is needed to help secondary CLDE students better connect to the ITP document. Researchers could investigate the use of student-created transition preparation documents and their influence on student participation, advocacy, or understanding of the ITP process and document. Implementing effective strategies with students could decrease CLDE students' negative experiences while increasing their understanding and recognition of ITP goals, dates, timelines, and involved personnel.</p> <hd id="AN0186284245-21">Conclusion</hd> <p>At the forefront of transition research is the belief that every student deserves to reach his or her maximum potential regardless of ability level, and ITP teams should strive to provide students with the support they need to reach this potential. The findings revealed existing challenges and greater consideration of CLDE students' perceptions could ensure they have a stronger voice in issues relating to their ITP meetings and planning. The inclusion of CLDE students' voices could change the trajectory for secondary CLDE students in alternative schools and post-graduation by producing ITPs that support both their academic and transition strengths, needs, desires, and goals. Furthermore, considering CLDE students' perceptions may ensure their perspectives are valued and taken into consideration during all phases of the transition process, which could ultimately affect their success and sustainability post-graduation.</p> <p>The quality of life for CLDE students is at the forefront of transition planning. An important factor to remember is that every student deserves to reach his or her maximum potential regardless of ability level or cultural background. Schools should strive to provide every student with the support and services needed to help the child reach their goals. Effective transition planning is one avenue to ensure that this occurs.</p> <p>Table 1. Overview of survey questions and interview protocol.</p> <p> <ephtml> <table><thead><tr><td>Question</td><td>Survey</td><td>Interview</td></tr></thead><tbody valign="top"><tr><td>1</td><td>I think my transition meeting went well.</td><td>Tell me why you marked no/yes/I don't know. Can you tell me more? Was it the people in the room, something someone said?</td></tr><tr><td>2</td><td>I feel that I actively participated in the transition meeting.</td><td>Tell me more. Were there times when it was easier to participate than others?</td></tr><tr><td>3</td><td>I feel that my family was involved in my transition meeting.</td><td>Tell me more. Why or why did they not participate? When did they participate the most?</td></tr><tr><td>4</td><td>I know what my transition plan goals are.</td><td>Share all of the goals that you remember. If you can't remember all of them, why not? Here is your transition plan; do these look familiar? Why or why not? What seems familiar? What seems different?</td></tr><tr><td>5</td><td>I feel comfortable talking to the transition team members.</td><td>You marked [X], can you tell me more?</td></tr><tr><td>6</td><td>I feel like my transition planning team considered my family and cultural background when making the plan.</td><td>How can you tell? Can you give me an example? Is there anything that might have been helpful to you and your family during the ITP meeting?</td></tr><tr><td>7</td><td>I think the transition planning process at my school meets my needs.</td><td>Tell me more. What would have been more helpful or if you marked no, what was helpful?</td></tr><tr><td>8</td><td>I think my transition plan goals match my personal goals.</td><td>In what way? Give me an example of your personal goal on your plan. Do you know any more of your goals?</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Overview of survey results.</p> <p> <ephtml> <table><thead><tr><td>Questions & Scale</td><td><italic>M</italic></td><td><italic>SD</italic></td><td>Agree</td><td>Disagree</td><td>Neutral</td></tr></thead><tbody valign="top"><tr><td>Q1 – I think my transition meeting went well.</td><td char=".">2.60</td><td char=".">0.81 </td><td char=".">9</td><td char=".">0</td><td char=".">2</td></tr><tr><td>Q2 – I feel that I actively participated in the transition meeting.</td><td char=".">2.70</td><td char=".">0.65</td><td char=".">9</td><td char=".">1</td><td char=".">1</td></tr><tr><td>Q3 – I feel that my family was involved in my transition meeting.</td><td char=".">2.70</td><td char=".">0.47</td><td char=".">8</td><td char=".">3</td><td char=".">0</td></tr><tr><td>Q4 – I know what my transition plan goals are.</td><td char=".">2.50</td><td char=".">0.82</td><td char=".">7</td><td char=".">2</td><td char=".">2</td></tr><tr><td>Q5 – I feel comfortable talking to the transition team members.</td><td char=".">2.80</td><td char=".">0.60</td><td char=".">10</td><td char=".">0</td><td char=".">1</td></tr><tr><td>Q6 – I feel like my transition planning team considered my family and cultural background when making the plan.</td><td char=".">2.50</td><td char=".">0.68</td><td char=".">7</td><td char=".">3</td><td char=".">1</td></tr><tr><td>Q7 – I think the transition planning process at my school meets my needs.</td><td char=".">2.20</td><td char=".">0.75</td><td char=".">4</td><td char=".">5</td><td char=".">2</td></tr><tr><td>Q8 – I think my transition plan goals match my personal goals.</td><td char=".">2.30</td><td char=".">1.00</td><td char=".">7</td><td char=".">0</td><td char=".">4</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note. M</emph> = mean; <emph>SD</emph> = standard deviation. The columns "Agree," "Disagree," and "Neutral" show frequency of responses.</p> <p>Table 3. Survey results by race, gender, and grade level.</p> <p> <ephtml> <table><thead><tr><td>Race Results</td><td>Gender Results</td><td>Grade Level Results</td></tr><tr><td>African-American <italic>n</italic> = 2</td><td>Latinx <italic>n</italic> = 7</td><td>Multiple Race <italic>n</italic> = 2</td><td>Male <italic>n</italic> = 6</td><td>Female <italic>n</italic> = 4</td><td>Non-binary <italic>n</italic> = 1</td><td>Grade 9 <italic>n</italic> = 1</td><td>Grade 10 <italic>n</italic> = 2</td><td>Grade 11 <italic>n</italic> = 1</td><td>Grade 12 <italic>n</italic> = 7</td></tr><tr><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td></tr></thead><tbody valign="top"><tr><td>Q1 - I think my transition meeting went well.</td></tr><tr><td>3.0</td><td char=".">.00</td><td char=".">2.70</td><td char=".">1.76</td><td char=".">2.0</td><td char=".">1.40</td><td char=".">2.7</td><td char=".">0.82</td><td char=".">3.0</td><td char=".">.00</td><td char=".">1.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.4</td><td char=".">0.98</td></tr><tr><td>Q2 - I feel that I actively participated in the transition meeting.</td></tr><tr><td>3.0</td><td char=".">.00</td><td char=".">2.90</td><td char=".">0.38</td><td char=".">2.0</td><td char=".">1.40</td><td char=".">2.8</td><td char=".">0.41</td><td char=".">3.0</td><td char=".">.00</td><td char=".">1.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td>,00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.5</td><td char=".">0.79</td></tr><tr><td>Q3 - I feel that my family was involved in my transition meeting.</td></tr><tr><td>3.0</td><td char=".">.00</td><td char=".">2.90</td><td char=".">0.38</td><td char=".">2.0</td><td char=".">.00</td><td char=".">2.7</td><td char=".">0.52</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.6</td><td char=".">0.53</td></tr><tr><td>Q4 - I know what my transition plan goals are.</td></tr><tr><td>3.0</td><td char=".">.00</td><td char=".">2.30</td><td char=".">0.95</td><td char=".">2.0</td><td char=".">0.71</td><td char=".">2.2</td><td char=".">0.99</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.0</td><td char=".">1.41</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.4</td><td char=".">0.79</td></tr><tr><td>Q5 - I feel comfortable talking to the transition team members.</td></tr><tr><td>3.0</td><td char=".">.00</td><td char=".">2.70</td><td char=".">0.76</td><td char=".">2.0</td><td char=".">.00</td><td char=".">2.7</td><td char=".">0.82</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.7</td><td char=".">0.76</td></tr><tr><td>Q6 - I feel like my transition planning team considered my family and cultural background when making the plan.</td></tr><tr><td>2.0</td><td char=".">1.41</td><td char=".">2.30</td><td char=".">0.95</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.5</td><td char=".">0.84</td><td char=".">2.5</td><td char=".">0.58</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">1.0</td><td char=".">.00</td><td char=".">2.3</td><td char=".">0.95</td></tr><tr><td>Q7 - I think the transition planning process at my school meets my needs.</td></tr><tr><td>2.0</td><td char=".">1.41</td><td char=".">2.14</td><td char=".">0.70</td><td char=".">2.5</td><td char=".">.71</td><td char=".">2.2</td><td char=".">0.75</td><td char=".">2.0</td><td char=".">0.82</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">0</td><td char=".">2.0</td><td char=".">.00</td><td char=".">2.0</td><td char=".">0.82</td></tr><tr><td>Q8 - I think my transition plan goals match my personal goals.</td></tr><tr><td>3.0</td><td char=".">.00</td><td char=".">1.90</td><td char=".">1.06</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">1.9</td><td char=".">1.07</td><td char=".">3.0</td><td char=".">.00</td><td char=".">3.0</td><td char=".">.00</td><td char=".">2.0</td><td char=".">1.41</td><td char=".">1.0</td><td char=".">.00</td><td char=".">2.4</td><td char=".">0.98</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note</emph>. Q = question; <emph>M</emph> = mean; <emph>SD</emph> = standard deviation.</p> <p>PHOTO (COLOR): Figure 1. Themes and subthemes regarding transition planning perceptions.</p> <hd id="AN0186284245-22">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0186284245-23"> <title> References </title> <blist> <bibl id="bib1" idref="ref9" type="bt">1</bibl> <bibtext> Ballard, S. C., & Bender, S. L. (2022). A systematic review of social, emotional, and behavioral interventions and outcomes for students in alternative education. Preventing School Failure: Alternative Education for Children and Youth, 66 (2), 136 – 149. https://doi.org/10.1080/1045988X.2021.1980850</bibtext> </blist> <blist> <bibl id="bib2" idref="ref17" type="bt">2</bibl> <bibtext> Banks, J. (2014). Barriers and supports to postsecondary transition: Case studies of African American students with disabilities. 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Her research focuses on alternative education, special education for Culturally and Linguistically Diverse Exceptional youth, and support for secondary students with mild learning disabilities.</p> <p>Dr. Belva C. Collins is a Professor Emeritus at the University of North Carolina – Charlotte and at the University of Kentucky and is currently Adjunct Professor at Northern Arizona University. Her research interests are systematic instruction for individuals with significant support needs, distance education in special education personnel preparation, and inclusion in faith-based communities.</p> <p>Dr. LaSheba W. Hilliard 's research focuses on cultural responsiveness in urban classrooms, implementing evidence-based instructional strategies for students with mild to moderate disabilities, and developing effective transition plans. Her interests also include exploring ADHD in Black women and girls, holistic approaches to education, and strategies to support students with low-incidence disabilities.</p> </aug> <nolink nlid="nl1" bibid="bib24" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib25" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib19" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib31" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib41" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib42" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib47" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib45" firstref="ref8"></nolink> <nolink nlid="nl9" bibid="bib38" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib48" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib32" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib33" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib28" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib35" firstref="ref24"></nolink> <nolink nlid="nl15" bibid="bib46" firstref="ref27"></nolink> <nolink nlid="nl16" bibid="bib16" firstref="ref28"></nolink> <nolink nlid="nl17" bibid="bib29" firstref="ref31"></nolink> <nolink nlid="nl18" bibid="bib26" firstref="ref34"></nolink> <nolink nlid="nl19" bibid="bib21" firstref="ref38"></nolink> <nolink nlid="nl20" bibid="bib14" firstref="ref42"></nolink> <nolink nlid="nl21" bibid="bib11" firstref="ref43"></nolink> <nolink nlid="nl22" bibid="bib20" firstref="ref44"></nolink> <nolink nlid="nl23" bibid="bib10" firstref="ref45"></nolink> <nolink nlid="nl24" bibid="bib34" firstref="ref46"></nolink> <nolink nlid="nl25" bibid="bib37" firstref="ref48"></nolink> <nolink nlid="nl26" bibid="bib50" firstref="ref50"></nolink> <nolink nlid="nl27" bibid="bib23" firstref="ref53"></nolink> <nolink nlid="nl28" bibid="bib49" firstref="ref55"></nolink> <nolink nlid="nl29" bibid="bib43" firstref="ref56"></nolink> <nolink nlid="nl30" bibid="bib15" firstref="ref59"></nolink> <nolink nlid="nl31" bibid="bib18" firstref="ref66"></nolink> <nolink nlid="nl32" bibid="bib36" firstref="ref69"></nolink> <nolink nlid="nl33" bibid="bib12" firstref="ref70"></nolink> <nolink nlid="nl34" bibid="bib17" firstref="ref72"></nolink> <nolink nlid="nl35" bibid="bib39" firstref="ref75"></nolink> <nolink nlid="nl36" bibid="bib13" firstref="ref76"></nolink> <nolink nlid="nl37" bibid="bib44" firstref="ref77"></nolink> <nolink nlid="nl38" bibid="bib40" firstref="ref79"></nolink> <nolink nlid="nl39" bibid="bib22" firstref="ref80"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Perceptions of Culturally and Linguistically Diverse Exceptional Students Regarding Their Individual Transition Plans
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Develyn+Biagas%22">Develyn Biagas</searchLink><br /><searchLink fieldCode="AR" term="%22Belva+C%2E+Collins%22">Belva C. Collins</searchLink><br /><searchLink fieldCode="AR" term="%22LaSheba+W%2E+Hilliard%22">LaSheba W. Hilliard</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Preventing+School+Failure%22"><i>Preventing School Failure</i></searchLink>. 2025 69(3):256-265.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Transition+Plans%22">Individualized Transition Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Nontraditional+Education%22">Nontraditional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1045988X.2024.2431977
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1045-988X<br />1940-4387
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Culturally and Linguistically Diverse Exceptional (CLDE) students represent a vulnerable demographic often underserved in high school transition services. These students, who have diverse backgrounds and learning exceptionalities, face significant disparities in post-secondary outcomes. Specifically, CLDE students with Learning Disabilities (LD) exhibit lower rates of employment, post-secondary education attendance, and independent living outcomes. In alternative schools, students of color and those from low-income backgrounds are disproportionately represented and often encounter structural inequities that hinder their educational success. These settings may perpetuate marginalization, particularly in special education services and transition planning. This study explored the perceptions of secondary CLDE students with LD regarding their transition planning process, comparing their views with the actual ITP documents to assess alignment and effectiveness. Survey responses and student interviews revealed that most secondary CLDE students with LD at an alternative high school had positive perceptions of their Individualized Transition Plan (ITP) process, feeling involved and supported. The ITP, a critical component of the Individualized Education Plan (IEP), is intended to guide students' post-secondary goals. However, research indicates that ITPs for CLDE students are frequently generic and culturally exclusive, resulting in insufficient preparation for future success.
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  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1494406
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494406
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1045988X.2024.2431977
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 256
    Subjects:
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Individualized Transition Plans
        Type: general
      – SubjectFull: Language Minorities
        Type: general
      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Nontraditional Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Instructional Program Divisions
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Perceptions of Culturally and Linguistically Diverse Exceptional Students Regarding Their Individual Transition Plans
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Develyn Biagas
      – PersonEntity:
          Name:
            NameFull: Belva C. Collins
      – PersonEntity:
          Name:
            NameFull: LaSheba W. Hilliard
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1045-988X
            – Type: issn-electronic
              Value: 1940-4387
          Numbering:
            – Type: volume
              Value: 69
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Preventing School Failure
              Type: main
ResultId 1