Background/Context: California is undergoing a multi-year expansion of its Transitional Kindergarten (TK) program, aiming to offer universal pre-kindergarten (UPK) to all four-year-olds by the 2025-2026 school year. Initially introduced in 2010 through the Kindergarten Readiness Act, TK has grown significantly in scope and enrollment. While this…

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…

This study aimed to identify factors that promote transitional support for K-12 students through focus group interviews with 18 school counselors with 10 or more years of experience. In the interviews, the respondents were asked about their perception of the current status, challenges, and ideals related to transitional support. As a result,…

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…

Employment has historically provided a person with value and the ability to live a self-determined and independent life. Interagency collaborations have been found to play a key role in promoting employment for those with special needs. However, there is little research on identifying the needs of the field for collaborations between vocational…

Introduction: While it is well-established that structural obstacles such as low local employment opportunities negatively affect adolescents' school-to-work transitions, the impact of individual agency in relation to these obstacles is understudied. Hence, we focus on the key research question of how adolescents' goal-striving…

Background: The early years are critical for lifelong wellbeing, with transition to formal school a key period for development. For Indigenous children, this transition provides opportunities to build on cultural strengths and belonging. However, many children face systemic barriers that impact their transition experiences, highlighting a need for…

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…

Transitioning autistic youth from pediatric to adult healthcare requires coordination of multiple stakeholders, including youth, caregivers, and pediatric and adult care providers, whose interests at times overlap but often differ. To understand barriers and facilitators to inclusive transition experiences, we conducted thematic analysis of…

Successful delivery of transition services for students with disabilities remains a significant challenge in the developed and developing countries like Botswana as students continue to experience poor post-school outcomes. This study examined teachers' perceptions about barriers concerning the effective implementation of transition practices and…

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…