Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 2 |
| Since 2017 (last 10 years) | 3 |
| Since 2007 (last 20 years) | 6 |
Descriptor
Source
| American Annals of the Deaf | 1 |
| Career Development and… | 1 |
| Inclusion | 1 |
| Journal of the American… | 1 |
| Louisiana Department of… | 1 |
| National Technical Assistance… | 1 |
Author
| B. K. Simmons | 1 |
| Benitez, Debra | 1 |
| Brussow, Jennifer A. | 1 |
| C. Fowler | 1 |
| Christopher Sanford | 1 |
| D. Lattin | 1 |
| D. Rowe | 1 |
| E. Wall | 1 |
| Gaumer Erickson, Amy S. | 1 |
| Gilpin, Barb J. | 1 |
| J. Vicchio | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 4 |
| Reports - Descriptive | 3 |
| Reports - Research | 3 |
| Guides - Non-Classroom | 1 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Postsecondary Education | 3 |
| Elementary Secondary Education | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 6 |
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
| Workforce Innovation and… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMaeghan N. Hennessey; Kendra L. Williams-Diehm; Tracy E. Sinclair; Christopher Sanford; Renee Cameto – Inclusion, 2023
Employment outcomes have long been emphasized as a primary transition outcome for individuals with extensive support needs. To develop appropriate annual individualized education plan (IEP) goals for transition, appropriate transition assessments must be administered to guide the process (Prince et al., 2014). As such, transition assessment is a…
Descriptors: Employment, Individualized Education Programs, Educational Legislation, Federal Legislation
Download full textM. Stoehr; M. Diehl; M. Morningstar; D. Rowe; B. K. Simmons; C. Fowler; D. Lattin; J. Vicchio; E. Wall – National Technical Assistance Center on Transition: The Collaborative, 2024
The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Collaborative Assessment Guide for Transition Planning (CAG) is intended to help students, family members, educators, vocational rehabilitation counselors, human services and health agency staff, and other partners develop a coordinated assessment approach for…
Descriptors: Transitional Programs, Equal Education, Educational Legislation, Students with Disabilities
Jason Robinson; Tracy Gershwin Mueller – Journal of the American Academy of Special Education Professionals, 2020
The Individuals with Disabilities Education Act (IDEA) mandates parents' participation as a necessary component of providing an appropriate education to students with disabilities. Despite these guidelines, parents report challenges with joining and contributing to the individualized education program (IEP) team as equal and valuable educational…
Descriptors: Parent Attitudes, Individualized Transition Plans, Students with Disabilities, Intellectual Disability
Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer A.; Gilpin, Barb J. – Career Development and Transition for Exceptional Individuals, 2014
Since the revision of Individuals With Disabilities Education Act (IDEA) in 2004, experts and service providers have been operating on the untested assumption that State Performance Plan Indicator 13 (transition Individualized Education Program [IEP] compliance) is a precursor to Indicator 14 (student outcomes of engagement in postsecondary…
Descriptors: Disabilities, Federal Legislation, Educational Legislation, Individualized Education Programs
Zatta, Mary; McGinnity, Betsy – American Annals of the Deaf, 2016
Children who are deafblind are one of the lowest-incidence yet most diverse groups receiving services mandated by the Individuals With Disabilities Education Improvement Act. Despite this population's diversity, the development of communication skills is critical for all children who are deafblind, and is the foundation on which good transition…
Descriptors: Deaf Blind, Transitional Programs, Student Needs, Planning
White, John – Louisiana Department of Education, 2013
Bearing in mind the requirements of No Child Left Behind (NCLB) legislation, Louisiana's Steering Committee projected performance targets through the year 2014 for the important areas of: (1) Graduation with a Diploma; (2) Dropout Rate; (3) Placement, ages 6-21 and ages 3-5; (4) Achievement Performance Levels, and (5) Discipline. Annual gains were…
Descriptors: Disabilities, Graduation Rate, Dropout Rate, Suspension
Morningstar, Mary E.; Benitez, Debra – 2004
This monograph examines issues in the transition of youth with emotional and/or behavioral disorders to adulthood. It describes transition as a process by which youth with disabilities are systematically equipped with skills necessary for realizing valued postsecondary outcomes. The subject of transition is examined within the historical,…
Descriptors: Adolescents, Basic Skills, Behavior Disorders, Education Work Relationship
