Comprehensive Transition & Postsecondary Programs (CTPs) were created by the Higher Education Opportunity Act (HEOA, 2008). They support students with Intellectual Disabilities (ID) who want to continue academic, career, or technical instruction in higher education to better prepare for competitive integrated employment and independent living.…

The purpose of this brief is to help families and educators understand the right of students with disabilities who need accessible educational materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA), as well as in the disability civil rights statutes…

A substantial and growing body of research indicates that, all other factors being equal, students who dually enroll are more likely than their non-dually-enrolling peers to finish high school, matriculate in a postsecondary institution and experience greater postsecondary success. Spurred by this, states are increasingly viewing dual enrollment…

Questions often arise about how accessible educational materials (AEM) might be included in Individualized Education Programs (IEPs). The two purposes of this article are to (1) help families and educators understand the importance of including AEM in the IEPs of students who require them, and (2) to discuss locations in the IEP where it may be…

Often the biggest transition for students with disabilities and their families is from the supports and services provided in the preschool-12th grade (P-12) public education system to a college or university. At the P-12 level, three main federal laws impact students with disabilities: the Individuals with Disabilities Education Act (IDEA),…

Technology-facilitated interventions following high school graduation have shown promise for increasing the likelihood of college matriculation, but we know little about how to fine-tune these tools. I conducted an experiment in which college-intending Tennessee high school graduates received informational messages in distinct behavioral frames:…

This toolkit was created to make transition planning easier and offers easy-to-understand information about the purpose of transition planning, the goal and importance of age-appropriate assessments, and the required rules that are used by schools. It also includes information on the community partners that can provide youth with supports as…

This biennial report contains information about the efforts and initiatives of education-based agencies, departments, and individuals in Minnesota who served students who were deaf or hard of hearing (D/HH) during the 2015-16 and 2016-17 school years. The report also summarizes the results for students who took the Minnesota Comprehensive…

The transition out of high school to postsecondary education or the workforce can be a challenging time, especially for students with disabilities. Multiple federal agencies fund programs to support these students during their transition. In 2003, GAO reported that limited coordination among these programs can hinder a successful transition. GAO…

Many students who are "eligible" for college are not "ready" for college. Readiness is much more complex and multidimensional than eligibility. Most high schools are organized to make students eligible for college admission, not make them ready to succeed in entry-level college courses. Over the past 15 years, the author has conducted research on…

This is the 36th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2014. Section 664(d) of the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), as reauthorized in 2004, requires that the Department of Education report annually on the progress…

This is the 33rd Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2011. Section 664(d) of the "Individuals with Disabilities Education Act" ("IDEA"), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the…

This is the 32nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2010. Section 664(d) of the Individuals with Disabilities Education Act (IDEA) (P.L. 108-446), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free…

The 34th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2012 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities; (2) ensuring that the rights of children with disabilities and their parents are protected;…

The 35th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2013 describes the nation's progress in (1) providing a free appropriate public education (FAPE) for all children with disabilities, (2) ensuring that the rights of children with disabilities and their parents are protected, (3)…