The Individuals with Disabilities Education Act (IDEA) requires children enrolled in Part C to have a transition plan in place at least 90 days before the child's third birthday (IDEA, 2004). This plan may include a transition to Part B services or an option to continue with Part C services until kindergarten (IDEA, 2004, §303.211). For the…

Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate…

To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with…

This paper presents the results of a study that explored stakeholders' perspectives on transition services for autistic students moving from primary to secondary school in Thailand and proposes a suitable transition model for use in inclusive schools. Qualitative methods were used to conduct indepth group interviews with 20 participants, including…

The Individuals with Disabilities Education Improvement Act (IDEA; 2004) requires that special education teachers include transition in student individualized education plans (IEPs) in preparation for adulthood. The law also requires that, at a minimum, educators invite students with disabilities to attend their IEP meetings starting no later than…

Inclusive post-secondary education (PSE) for students with intellectual disabilities (IDs) is becoming increasingly common in colleges and universities. A majority of these inclusive PSE programs focus on academic enrichment, socialization, independent living skills, integrated work experiences, and career skills. Thus, in inclusive PSE programs,…

People with intellectual disability are only marginally represented in the labour market, and research has identified several school-related barriers to their labour market participation. This study uses a qualitative method triangulation with eight teacher interviews and nine individualised educational plans (IEPs) to explore how teachers prepare…

To meet current federal regulations and provide the opportunity for individuals to receive services in the least restrictive environments, states are focusing on providing day habilitation services in inclusive community environments, rather than traditional congregate facility-based programs. The two main services of day habilitation focus on…

There is a process within the special education program that directly links a child's educational program with their plans for the future. It is called a Transition Plan and is part of the Individualized Education Plan (IEP). Transition services are a coordinated set of activities for a child with a disability designed to be used within a…

The Illinois State Board of Education (ISBE) is committed to the cognitive, linguistic, and socio-emotional development of all children in Illinois. ISBE's Multilingual/Language Development Department is focused on ensuring that students with diverse linguistic repertoires and those who may benefit from additional support have equitable access to…

Background: Students with intellectual disability often do not receive holistic sex education, which is critical for their successful transition to post-school life, including having an ability to make healthy choices about their sexuality and relationships. The aim of this inclusive research study was to explore the perceptions and experiences of…

It is the position of the National Association of School Nurses (NASN) that all children with chronic health conditions should receive coordinated and deliberate transition planning to maximize lifelong functioning and well-being. Transition planning refers to a coordinated set of activities to assist students with chronic health conditions to…

Much has been written about the challenges of effective transition planning (e.g., Cavendish & Connor, 2018; Landmark etal., 2007; Luft, 2015). In this article, ways to mitigate some of these common challenges are provided, including low or passive student and family involvement, unresponsiveness to family culture, poor communication between…

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities,…

The checklist in this document is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. A team should consider the definition of…