2018 TASH Conference

Transitioning from high school to adulthood is difficult for many young adults with disabilities (U.S. Department of Education, Office of Special Education and Rehabilitative Services, 2017). Many students with disabilities have lower rates of diploma attainment (Hendricks & Wehman, 2009), employment (U.S. Department of Labor, Bureau of Labor Statistics, 2018), participation in postsecondary education or training programs (Grigal et al., 2011), and independent living outside of the family home (Hendricks & Wehman, 2009), as compared to young adults without disabilities. However, individualized transition planning embodied by high expectations and collaboration among students with disabilities, families, and professionals can improve positive post-school outcomes of students with disabilities (Francis et al., 2018; Haber et al., 2016; Wehman, 2013). While there is substantial research on what constitutes effective individualized transition planning, we have far less knowledge of expectations. How do we define high expectations? And from where or by whom are our expectations developed and influenced? What influence does culture have on expectations? This session will feature 3 panel presenters from differing backgrounds who will (a) provide an overview of the research on expectations among key collaborative stakeholders such as individuals with disabilities, educators, service providers, and caregivers; (b) present research-based and practical methods for enhancing expectations and collaboration during transition; and (c) facilitate participant conversation related to their perceptions of and influencers of high expectations and what it means to them.