An Evidence Review of Key Transition Components for Students with Learning Disabilities

Abstract

The purpose of this analysis was to systematically review research specific to the transition of students with Specific Learning Disabilities (SLD) and report identified key components of that process along with identifiable gaps to offer information useful for practitioners, families, and others that may be supporting students with SLD during transition. Researchers reviewed thirty years of research since the 1990 addition of transition to IDEA. Fifty-four articles met established inclusion/exclusion criteria specific to students with SLD in the United States. Articles included qualitative and quantitative studies, literature reviews, policy papers, and conceptual frameworks describing effective transition practices and services. Five themes from the literature were identified. Utilizing a historical frame, researchers analyzed the five key themes identified in the context of previously identified key components for transition planning. Recommendations and implications are suggested for future research.