Perspectives of Students Labeled with Emotional and/or Behavioral Disorders on Their Transition Programs

Many students with the disability label of Emotional and/or Behavioral Disorders (EBD) have a history of extreme difficulty and failure in traditional school settings. If these students remain in school or return to school to attend a transition program they may face some of the same challenges they faced in high school that prevented them from obtaining their diploma by the end of their senior year. This research examines the perspectives of four students labeled EBD on their current transition programming at Rosewood Transition Center (RTC). Incorporating sfudent perspectives into transition program planning may directly impact student success. The sfudents\u27 perspectives illuminated themes involving curriculurn, physical and social environments, and the relationships formed at RTC with peers, teachers, and staff