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Thi s qualitative study examines, from the perspective of the families, the transition process to employment or postsecondary education for adolescents with learning disabilities (LDs) and the interplay of the roles of parents, students with LDs, and teachers. Using a case study design, series of three in-depth interviews were conducted with fiv e individuals with LDs and with their parents. Data were analyzed inductively. The find ings indicate that the families all had informal transition plans; formal transition plans were not writt en. For four of the families, the transition process was successful and occurred in two phases spanning the elementary and secondary school years. In the fir st phase parents controlled the transition process, and during the second phase they transferred this responsibility to their children with LDs. Parents’ high expectations and advocacy; students’ hard work, self-determination and self-advocacy; and teachers’ mentoring and support also contributed to the achievement of transition goals. Thr oughout the process parents, adolescents with LDs, and teachers worked collaboratively. In the fi fth cas e, only the factor of parental advocacy was in place, and it was insuffic ient to bring about a successful transition for the adolescent with LDs. ISSN 1918-5227 Pages 84- 106 Follow this and additional works at: htt p://ir.lib.uwo.ca/eei

The Transition Process for Adolescents with Learning Disabilities: Perspectives of Five Families