Transition Planning and the School to Prison Pipeline: A Phenomenological Study Investigating the Lived Experiences of Alternatively Placed High School Black Males With High Incidence Disabilities

Abstract

The purpose of this qualitative study was to better inform researchers and practitioners on best practices to ensure that their transition planning practices are person-centered and culturally responsive. Using a phenomenological approach, purposeful sampling was used to conduct semistructured interviews regarding the shared educational lived experiences of two alternatively placed Black high school males with high-incidence disabilities with respect to their transition planning. Participants perceived their transition planning to be student-centered, and expected favorable employment outcomes. Additionally, the participants’ choice to be alternatively placed played a role in their perception of transition outcomes. School personnel also played a pivotal role in shaping the student-centered transition planning experiences for the two included participants. Findings suggest key implications for continued research and practice for those involved with transition planning of youth with high-incidence disabilities. KEYWORDS: black males, high-incidence disabilities, lived experiences, school-to-prison pipeline, transition planning.