University enabling programs provide historically underrepresented students with aspirational gateways and the academic skills and knowledges essential for success at university. Measurement of the efficacy of such programs has been typically neoliberal and quantitative in nature. This article argues for a nuanced measurement of success, exploring…

Background: Various studies have established that the transition from high school to university for first-year students is problematic. Research confirms that most students experience challenges with reading for meaning due to underdeveloped reading abilities. Objectives: This article investigates the first-year students' transition from high…

The transition from high school to university is usually complex for every student, but especially for minority groups. This is mainly due to the need to create more inclusive universities. The objective of this study was to determine the variables that influence the transition from post-compulsory education to university for students identifying…

Background: After decades of planning, nurses played a pivotal role in achieving the closure of large residential institutions for people with intellectual disability by 2018. This paper describes the experiences of nurses facilitating the closure of these institutions in New South Wales and Victoria, Australia. Method: An interview-based,…

Background: Social enterprises have the potential to address some of the current barriers that people with an intellectual disability experience in transitioning to open employment opportunities. However, it is unknown in detail how social enterprises are able to facilitate this transition, which limits ability to scale-up these organisational…

Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the…

With many teens having to transition from a mainly educational system of support to a set of health and social service systems (Shattuck et al. in Autism Res Treat https://doi-org.bibliotheek.ehb.be/10.1155/2014/924182, 2017), there is a critical need to advance research and support services in the area of autism and transition to aid autistic* individuals and their…

This study examined outcomes of a transition intervention program (i.e., Engage 100 course) for college students with disabilities during their first-semester transition to postsecondary education through a longitudinal experimental research design. Fifty students, 14 in an experimental group and 36 in a control group, were recruited from a public…

In this qualitative study, we explored the perceived facilitators and barriers of school-based engagement among parents of youth with disabilities during the COVID-19 pandemic. Drawing from 642 open-ended responses collected via a national survey during January to February of 2021, we employed a thematic analysis to examine how parents navigated…

Family involvement in transition planning has been associated with improved outcomes for youth with disabilities. However, limited research exists on providers' in-depth views regarding family--professional collaborations in pre-employment transition services (Pre-ETS). The present qualitative study examined the perspectives of Pre-ETS providers…

Students with disabilities (SWDs) continue to face significant barriers in postsecondary education, despite federal mandates such as IDEA, ADA, and Section 504. This study explores the role of Universal Design for Learning (UDL) and systemic transition support in mitigating disparities in enrollment, retention, and degree completion for SWDs.…

Background/purpose: The difficulty faced by students with disabilities in obtaining employment after completing school is a global concern. In Malaysia, the government has implemented the Malaysia Skills Certificate (MSC) as a means of equipping student with disabilities with practical and vocational skills while still in school. However, little…

In the absence of appropriate transition planning practices to promote a smooth transition process, successful transition from vocational education to post-school settings can be particularly challenging for students with disabilities (SWDs). This study was conducted to explore vocational teachers' perceptions on challenges related to the…

Secondary special education and transition research is crucial for improving outcomes for students with disabilities during their transition to postschool life. However, rural schools are underrepresented in this field, hindering the development of tailored interventions that can support youth with disabilities as they transition into adult life…

Parent involvement is foundational to the development of Individualized Education Programs (IEPs) for students with disabilities, including the transition component of the IEP. However, many culturally and linguistically diverse parents, including Hispanic mothers, report barriers to their participation in school-based transition planning,…