Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly…

During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these…

Universal design for learning (UDL)--an instructional design framework that promotes expert learning by promoting accessibility and reducing of barriers to learning-is gaining momentum on the global stage. However, UDL implementations with deaf or deafdisabled learners remain limited. This study examined how UDL enabled educators of deafdisabled…

Students with high-functioning autism spectrum disorder (HASD) have specific challenges that can impede their successful transition from high school to college. The unique expertise of school counselors put them in an ideal position to assist these students with this process. The purpose of this manuscript is to describe the social,…

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special…