Article Review on Transition Planning for Students with High Incidence Disabilities

This week's article, Social Capital During the Postsecondary Transition for Young Adults with High Incidence Disabilities stresses how important social networks are important in the lives of young adults with a disability as they transition from high school life into adult life.  The networks ar important because these social capital/networks can help ease into this new chapter in their lives and help "face challenges specific to disability and interact in the adult world of employment, postsecondary education and community,"(Trainer, Morningstar, Murray, Kim, 1).  The article continues to mention the importance of community participation.  Being involved in his/her community increases the young adult's life social capital or network.  the people in his/her community know who she/he is able to have richer and better opportunities.  He/she has a sense of belonging.  In the last ten years there has been an increase of help given to students with disabilities, specifically ADHD, LD, and Social/Emotional disability students, still the article stresses there are  still changes to be made. On a positive note it is reported that young adults with a disability have become registered voters, volunteer in a community engagements.  on the other hand, here is a high level of young adults with a disability being arrested, not really forming life lasting friendships, and may not gotten married and/or having children.

There are several reasons why developing a social capital is important for young adults with disabilities at work, in the community and a school after high school.  These people in their social circles may have "tangible material goods" they may need, like maybe asking for a ride home.  Another thing people in their social circles can offer are intangible resources and valuable information, customs, values this place are important to know for the young adult entering this new world.

There are certain barriers that can prevent a young adult with a disability to form these social networks.  First it's the disability itself.  Second, it could be the interventions received by the young adult are so individualized and might not be available at his/her work, school, or activity.  Thirdly, there is still a social stigma with having to work with someone who has a disability.

The article continues on to describe a study created by the authors on how social capital helped students succeed after high school  The participates were between the ages of 19 and 27 years.  There over 1,250 young adults participated having ADHD, LD or EBD.    The information here is astounding.  It considered the following:  socio-demographic characteristics (gender, age, type of disability, and ethnicity), connections to Adult studies (employment services, postsecondary accommodations), and activities outside of work or school.  The results the authors found in this study hope that can be taken into consideration by individual transitioning teams.

I like the article, the information is presented in a clear and concise manner.  It is direct and tot he point, it tells what has been done, the positive an negative outlooks and suggestions to help the lives of young adults with a disability who are transitioning into their adult lives.

Personally, this article and the topic this week have affected me in a manner that I didn't expect.   Last week in my reflection I mentioned a bit about my baby sister and the difficulties she has been facing lately.   My sister's ADHD was diagnosed after high school.  After high school she went on to study massage therapy something she had been passionate about all throughout high school.  She had a very difficult time finishing her career but she did, and finally she got to walk a stage, finally after not being able to walk at her high school's graduation.  I am so proud of what she's accomplished on her own but I can't help to think how much more she'd gotten ahead of time if she'd had a transitioning plan in high school.  Her classes would have been different, she could have had modified assignments to feel as a successful student with a purpose instead of feeling like a loser and being labeled as a lazy student by her teachers.  Her social capital has definitely suffered.  She is slowly working on building up her self-esteem and believing she can accomplish so much more. 

My sister and other young adults, need to know to stand up for themselves and speak up.  We, family members, teachers, counselors, outside resource providers are her to help them find that voice and make their voices are heard.


Trainor, A., Morningstar, M., Murray, A., Kim, H. (2013, January 1). Social capital during the
     postsecondary transition for young adults with high incidence disabilities.  Prevention Researcher
     Vol. 20 (2),7-10.  retrieved from http://ezproxy.trnty.edu:3064/ehost/pdfviewer/pdfviewer?sid=5d7e7228-aa27-4f9d-9461-642bf48b1afa%40sessionmgr114&vid=9&hid=115