This study leveraged the knowledge and experiences of youth with disabilities, their families, and transition stakeholders to model how the frequency of family engagement activities and services and employment preparation activities and services predict the frequency of youth development activities and services. This information was obtained…

Over the past three decades, transition practices research has demonstrated that post-school outcomes of students with disabilities improve when educators, families, students, and community members and organizations work together to implement a broad perspective of transition planning, more appropriately referred to as transition-focused…

This researcher addresses whether transition planning with classified special education students is being implemented in accordance with the Kohler model for successful transition programming. Using archival data obtained from two high schools, one with a specialized on campus program (School A) and the latter as an excluded site specializing in…

This researcher addresses whether transition planning with classified special education students is being implemented in accordance with the Kohler model for successful transition planning. Using archival data available from two high schools, one with a specialized on campus program and the latter as an excluded site specializing in classified…

The A.I.M. (Avondale Integrative Model) Program of Avondale School District in Auburn Hills, Michigan, is a developmental, language-based, preschool program, combining federally funded Head Start and district-funded Pre-Primary Impaired programs. The program is designed to utilize a developmentally appropriate curriculum in order to successfully…

This paper uses a case study of a 16-year-old girl with traumatic brain injury (TBI) to present information on the demographics of head injury, neuropathology, recovery patterns, acute rehabilitation, educationally significant effects, behavioral sequelae, the school as a vehicle for rehabilitation, a transition model, school reentry, and…

Assessment data from both an FYE-infused general education course (N = 153) and a first-year seminar (N = 392) were analyzed to identify students' perceptions about projects that required significant participation in out-of-class activities as an integral part of the course. The results from this analysis revealed that in addition to increasing…

This document presents all necessary materials for a complete course at the university level on the transition of students with disabilities from school to adult life. It includes an instructor's guide, a class syllabus, and 16 class lessons. The course is based on the "Taxonomy for Transition Programming," a model of effective transition…

A special transitional course (College Success) developed for college freshmen at the State University of New York College at Cortland is described in this report. Designed to meet standard problems of transition from high school to college and deal with detected deficits in learning and studying skills, it offers small group experience on issues…

This document offers six one-day workshops intended to help state, regional, and local organizations develop the knowledge and skills of educators and others providing transition services to young people with disabilities. Workshop content is based on the "Taxonomy for Transition Programming," a model of effective transition practices based on…

This resource paper provides information about postsecondary programs for young adults with substantial learning disabilities and other special needs. The introductory section gives the characteristics of the population and components of selected educational and training programs which seem to be successful. The resource guide then provides…