This chapter considers next steps of young adults with disabilities after initial education--for those who complete high school and those leaving high school early.

This chapter describes evidence-based predictors and practices of postschool success for students with disabilities. Examples for implementation and implications for adult education practitioners as they design instruction and programming for individuals with disabilities are provided.

In this qualitative study, we explored the opportunities and difficulties experienced by cognitively high-ability students during the transition to higher education. Although high-ability individuals undoubtedly have the cognitive capacity to excel academically, research has demonstrated persistent underachievement among this group of students,…

Individuals in their mid-thirties are expected to be employed and economically independent. However, people with disabilities and health problems--for example, former students with special educational needs (SEN)--may have problems in this domain of adult life. In Norway, individuals with SEN frequently rely on social security and support measures…

The successful transition into adulthood of students with disabilities should be a priority for parents, students, educators, and leaders in special education. The Individuals with Disabilities Education Act (IDEA) amendments of 1990 first mandated transition services for individuals with disabilities. Subsequent amendments to the IDEA in 1997 and…

This paper examines the hidden challenges experienced by individuals with special needs during the transition years between school and work. An assessment framework is proposed that covers domains of difficulties, developmental tasks during the transition years, the matrix of support within the home-community-institutions ecosystems, and the…

This article discusses and illustrates with case examples the impact on the college experience for students who have impaired--medically or mentally ill, substance abusing, developmentally disabled--siblings. Although these students often show resilience and a well-developed sense of compassion, they may also struggle with developmental tasks of…

Across the United States young women with disabilities are experiencing economic and educational disadvantages. Although post-school outcomes have shown improvement, young women continue to experience high unemployment rates, low wages, and high rates of poverty. In this study, I explore the experiences of four teenage girls who have been labeled…

Social and play skills are important developmental tasks for young children. Typically developing children learn appropriate social skills quite naturally and without specific intervention while interacting with other children in playful environments. Young children with disabilities, however, usually need social skills interventions, and these…

The increase in the number of students with disabilities and special health care needs and their need for health care transition (HCT) creates opportunity for education and health services professionals to work together. In response to this opportunity, the authors developed an HCT teaching module for 6th to 12th graders. A concern that surfaced…

Adjustment problems of disabled adolescents and appropriate rehabilitation programs are examined. Specific problems of the disabled are explained for each of the following normal developmental issues: separation, body image, achieving independence, sexual identity, aggression, depression, and problems of educational and vocational development. (DB)

Compared disabled (n=45) and nondisabled (n=45) undergraduates to determine how disabled compare to nondisabled in developmental tasks required of college students; whether academic performance can be predicted on basis of developmental skills; and whether age at onset of disability influences college student developmental skills. Found…

Family is a major influence on career development. A framework matching developmental stages of children and families is useful in planning and implementing career services for persons with disabilities. (SK)

To help disabled teenagers make the transition from the school-to-work environment, professionals must understand how chronic illnesses and disabilities affect the development and mastery of some important psychosocial tasks of adolescence. It is recommended that rehabilitation counselors use a holistic approach to counseling chronically ill and…

This booklet reviews the developmental tasks and needs of infants and toddlers, describes the support for healthy development currently available in the United States, and documents needs which are not being met. Two major initiatives are proposed and strategies for their implementation are recommended. Proposals argue for the (1) establishment of…