Students Supported by Medical Technology: Making the Transition From School to Adult Life

Transition planning for young adults with disabilities has been identified as a critical element if students are to successfully move from the safety-net of high school into adult life. Focusing on transition has become a priority for two disciplines: education and medicine. Yet, despite the importance these two fields have placed on it, few studies have addressed the transition planning issues specifically related to students with disabilities supported by medical technology. This research employed longitudinal interview techniques to gather information regarding the transition experiences of family members and students supported by medical technology. Three major themes emerged: (a) future expectations of students and parents; (b) implementation of transition planning; and (c) participation and involvement in transition planning. The unexpected factor of a student's level of cognitive impairment appeared to impact several of the findings. Overall, results of this study indicated that the majority of students supported by medical technology appeared to be receiving minimal planning during transition. The findings are discussed in terms of implications both for planning for the transition from school to adult life as well as the transition to adult health care systems.