TRANSITION AND STUDENTS WITH LEARNING-DISABILITIES - CREATING SOUND FUTURES

This article initiates a double issue that addresses a traditionally a bsent or rare piece in the system puzzle of preparing individuals with learning disabilities to meet the challenges of adulthood. Most profe ssional efforts have focused on academic preparation for the 25 years or so that learning disabilities have been recognized. The rest of the person's adult adjustment (self-determination, life skills and commun ity living, vocational preparation and employment, etc.) is presented within the framework of vertical and horizontal transitions, to organi ze the reader to consider all the options that youth must consider and prepare for. Individualized transition planning is discussed as a dyn amic vehicle by which to empower students and families to utilize stre ngths, set and reach short-term and long-range goals, and include comm unity variables in the process. Finally, an overview of the two issues describes their creation, their core common themes, and highlights of each article.