The development of a "whole life" (Turnbull and Turnbull, 2009), is an important outcome for all of us. A "whole life" would imply that each of us should be able to choose our friends, choose where to live, choose where to work and choose our community activities. For students with disabilities, the ability to be self-determined and to have opportunities to make choices is often more challenging.
Ensuring these outcomes for students with disabilities requires careful attention and specific transition planning during the middle and high school years. Thankfully, transition planning is supported by both federal and state legislation (IDEA, 2004; Indiana Article 7). While legislation is in place to require transition planning, the cornerstone to effective and successful transition outcomes includes: Student-focused planning, student development,family involvement, program structures and interagency collaboration (Kohler, 1996).