Exploring perspectives on transition of youth with disabilities: voices of young adults, parents, and professionals.

Qualitative research methods were used to examine transition experiences of (a). 9 young adults with severe disabilities during their last year of high school, (b). their parents, and (c). professionals from schools and adult service agencies. Students were remarkably articulate about plans following graduation but had few opportunities to meaningfully fulfill them. Parents hoped their child's talents and abilities would allow them to achieve fulfilling adult lives, but faced uncertain outcomes and unfamiliar procedures. Professionals managed the process and approached transition by matching needs to available programs; however, these programs fostered dependency and denied students a genuine opportunity to achieve full adult status. Although both parents and professionals worked for the betterment of young adults, the inability to recognize diverse perspectives seriously impeded the quality of the transition process.