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transition skills, cultural diversity, students with disabilities, instructional strategies


Transition to adulthood is an important milestone for all students. Transition planning for students with disabilities (SWD) is legally mandated to prepare them for adult life. However, researchers report that teachers do not feel adequately prepared when it comes to transition. With globalization in the 21st century, U.S schools become more culturally, ethnically, and linguistically diverse. As a result, it is important for teachers to be prepared to work with students from diverse backgrounds. Therefore, we discussed recommendations for embedding culturally responsive practices in transition planning as they have the potential to benefit students preparing to enter adult life. Equally important are personal cultural values that lay the foundation for implementing culturally responsive transition planning (Suk, Martin, et al., 2020). The goal of this article is to provide teachers with critical transition information and resources that could be used to prepare SWD from diverse backgrounds for post-school environments and the achievement of aspired goals.

Digital Object Identifier (DOI)


“This is an Accepted Manuscript of an article published by Taylor & Francis in The Clearing House: A Journal of Educational Strategies, Issues and Ideas on 21 June, 2023, available at:

Original citation:

Mariya T. Davis & Yewon Lee (2023) Journey into Adulthood: Understanding the Changing Landscape of Transition Planning, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, DOI: 10.1080/00098655.2023.2221016

Available for download on Saturday, December 21, 2024