Transition planning requires quality vocational and transition assessment tailored to the student's needs, strengths, preferences and interests. Limited research is currently available that addresses assessment types and use of results that rural practitioners utilize to aid in transition planning for students with intellectual disabilities (ID).…

This study examined eight variables of the Teaching Age-Appropriate Personal Skills (TAPS) checklist (Pogrund et al., 1995). The goal was to identify potential orientation and mobility (O&M) factors to represent constructs underlying the data that could be used in the future to better research the college readiness of youths who are visually…

The present study examined the effectiveness of video hero modelling and praising (VHMP), which has been proved as effective in behaviour change for students with autism spectrum disorders (ASD), in improving the transition-related behaviours of two elementary-aged students with Down Syndrome (DS). Each participant watched a video in which she…

This paper presents insights from a qualitative case study in Glasgow, Scotland, using semi-structured paired interviews to explore the aspirations of BME Muslim young people labelled by policy as requiring More Choices, More Chances as they prepare to leave compulsory education. The young people were identified by their schools and affiliated…

The paper focuses on translanguaging practices of highly skilled refugees in a transition program in Dutch higher education. The pathways for refugees to enter higher education are full of obstacles. Acquiring the new language at a university level is one of the biggest challenges. Many institutions offer 'transition programs' to prepare refugees…

The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…

College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of…

Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher…

Given the challenging transition from secondary school into higher education, this quasi-experimental study measured the effects of a pre-academic programme (i.e. before starting at university) on student-faculty interactions, student-peer interactions, sense of belonging, and first-year academic performance. Fifty-eight first-year students…

The Adult Transitions Longitudinal Study was a 5-year study tracking the educational outcomes of adult students participating in an adult basic education-to-college transition program. This case describes three key principles for guiding this longitudinal study and the strategies the research team used to enact each of these principles. These…

As individuals with disabilities attend postsecondary education in greater numbers, mentoring programs are being implemented more frequently. The research objective of our exploratory study was to examine outcomes for students with disabilities participating in a Student to Student Mentoring Program using a mixed methods approach. Mentors followed…

This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different…

Every year in America, thousands of young people age out of foster care, often at age 18, without being connected to a permanent family and other critical resources and opportunities needed to succeed in life. Many of these young people experience troubling outcomes. They are more likely than their peers who are not in foster care to drop out of…

In this paper we investigate the impact of a statewide program aimed at better aligning K-12 to higher education and improving college readiness. We replicate an earlier study focused on the effects of this program at one campus by employing detailed administrative data on the census of California students that enroll at all twenty-three campuses…

This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the…