Abstrakt
The authors conducted a research study examining transitions for students with developmental disabilities (i.e., intellectual disabilities and autism spectrum disorders) in the New South Wales (Australia) and in the Czech Republic (Europe).The participants in this study were 37 primary schools, 38 secondary schools and 32 special schools in New South Wales, and 12 primary schools, 8 secondary schools and 41 special schools in the Czech Republic. The most surprising result of this collaborative study was the lack of focus or even awareness of the importance of developing and supporting students' self-determination in the context of transitions.
Only a few participating schools mentioned the need to support their students' self-determination within the transition process.Interestingly enough, the results were similar between the three countries, irrespective of the varied history, culture and economic background of each. Teachers simply did not consider the students as important players on the teams that plan their futures.
It is evident that schools need to provide more opportunities for students to develop their self-determination skills.