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Journal of Learning Disabilities
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A Status Report on Transition Planning for Individuals with Learning Disabilities

Caroline Dunn, PhD

Caroline Dunn, PhD, is an assistant professor in the Department of Rehabilitation and Special Education at Auburn University. She developed and coordinates the master's program in special education with an emphasis in secondary education and transition. She has taught high school students with mild disabilities and adults with mental retardation.

The predominant focus of the transition movement has been on individuals with moderate and severe disabilities. Only recently have professionals begun to comprehensively address the transition needs of individuals with learning disabilities. Although certain transition planning components are applicable to all youth, regardless of disability, the unique needs of specific disability categories must be recognized. The purpose of this article is to provide a review of transition as it relates to students with learning disabilities. Specifically, it provides (a) an overview of state and federal mandates and initiatives that influence transition practices, and (b) a discussion of transition practices for individuals with learning disabilities.

Journal of Learning Disabilities, Vol. 29, No. 1, 17-30 (1996)
DOI: 10.1177/002221949602900105
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