Fostering Independence in the Special Education Classroom

Students with learning disabilities continue to have poorer post-school transition outcomes than their non-disabled peers. High school students with learning disabilities often reported barriers to independence and choice making; only 23.4% of students with learning disabilities report taking a leadership role during their transition planning (Yeager & Morgan, 2023). Research has suggested that many students with a Specific Learning Disability (SLD) struggle after exiting high school, reporting that only 46% of adults with SLD are employed compared to 81% of typical adults working. In addition, only 5% of individuals with SLD report receiving on-the-job support (Whittenburg et al., 2019). These findings support that maintaining high expectations of students with SLD and/or other disabilities is crucial. In addition, transition curricula and training should include skills like critical thinking, problem-solving, teamwork, and self-advocacy. These skills cannot be effectively learned, however, if students are not allowed the opportunity to independently learn them.