The purpose of this chapter is to focus on increasing the participation of students with language-based learning disabilities (LLD) in postsecondary transition planning and how the interprofessional teams that include a speech-language pathologist may work together to integrate and apply language, literacy, and related self-determinism goals in the secondary school curriculum. 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 postgraduation 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.
Collins, G. and Wolter, J.A. (2019), "Speech-language Pathologists’ Role in Promoting Student Participation in Interprofessional Transition Planning Teams", Special Education Transition Services for Students with Disabilities (Advances in Special Education, Vol. 35), Emerald Publishing Limited, Bingley, pp. 149-165. https://doi.org/10.1108/S0270-401320190000035017
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