Seeking the Perspectives of Transition-Age Students with Significant Disabilities in Research since 1990

With the long-standing emphasis on self-determination and self-advocacy in the field of transition, it seems logical that the discussion of how best to prepare students with disabilities for adulthood would include the students themselves. The voices of students with significant intellectual and developmental disabilities (SIDD) have historically been sparse in transition research. Grappling with validity and methodological concerns, researcher most often turn to students with milder disabilities, teachers, parents, and other stakeholders for input about transition services. The purpose of this literature review was to highlight articles published about transition topics that included the perspectives of students with SIDD. This review emphasized research questions, topics, methodologies, demographics, tools, and trends in these studies. Between 1990 and 2015, 11 studies were published that sought input from students with SIDD as stated in the purpose or research questions of the articles in the top 22 special education journals. Specifically, the authors identified strategies used by researchers to facilitate the inclusion of the perspectives of students with SIDD. By acknowledging challenges and presenting examples of solutions to understanding the various points of view represented by this population of students, this review aimed to empower more researchers to design studies to seek their input.