Abstract
This manuscript explores the integration of hip-hop pedagogy into transition planning for urban middle and high school students with disabilities. Grounded in the Individuals with Disabilities Education Act (IDEA) and aligned with Indicator 13, the paper highlights how culturally responsive strategies can amplify student voice, foster goal setting, and enhance post-secondary outcomes. By embedding hip-hop elements such as lyric reflection, storytelling, and motivational music into instruction, educators can increase student engagement across four key transition domains: post-secondary education, employment readiness, independent living, and community involvement. The framework encourages early implementation, personalized supports, and strong school-community partnerships. Practical strategies, including vision boards, mock interviews, and music-based journaling, are provided to help educators empower students in planning for life beyond high school. This culturally affirming approach addresses persistent disparities in post-school success and provides a call to action for educators to reimagine transition planning through a creative and inclusive lens.
DOI
10.5703/1288284318231
Keywords
Transition Planning, Hip-Hop Pedagogy, Special Education, Individualized Education Plans, Culturally Responsive Teaching, Culturally and Linguistically Diverse
Date of this Version
12-19-2025
Recommended Citation
Hilliard, LaSheba and Biagas, Develyn
(2025)
"Hip Hop Integration with Transition Planning: Empowering Middle and High School Students for Post-Secondary Success,"
Journal of the Arts and Special Education: Vol. 5
:
Iss.
2,
Article 12.
DOI: 10.5703/1288284318231
Available at:
https://docs.lib.purdue.edu/jase/vol5/iss2/12
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Special Education and Teaching Commons, Vocational Education Commons
