We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…

Research has shown that there are consistently poor post-school outcomes for students with disabilities, especially for students from culturally and linguistically diverse (CLD) backgrounds. Therefore, it is important for educators to develop culturally responsive transition plans for youth from CLD backgrounds that address their needs.…

One of the key purposes of public education is to prepare young people to reach their full potential as independent adults and engaged citizens. This transition to adulthood may be especially challenging for youth with disabilities. Students enrolled in special education often need additional supports and coordinated planning to prepare for…

This article presents findings from the Changing Youth Labour Markets and Schools to Work Transitions in Modern Britain projects undertaken between 2009 and 2010. The projects examined young people's experiences and perceptions about study, work, and the future while going through transitions. The target group was young people on vocational…

The United States Senate's unwillingness to ratify the Convention on the Rights of the Child (CRC) notwithstanding, the Individuals with Disabilities Education Act (IDEA) contains significant safeguards protecting the rights of students with disabilities, acknowledging their participation rights in decisions about their futures. In the first of…

This study investigated students with disabilities transition after high school. It examined the student's involvement with their Individual Education Plan, teacher's perception on literacy instruction and the number of special education student who become employed in the community after high school. This study utilized mixed methods that included…

The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g.,…

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching…

This practical guide has been developed to help facilitate collaboration and build effective partnerships at the local level between local educational agency (LEA) and vocational rehabilitation (VR) personnel. Unfortunately, there is no magic formula that will instantly create these partnerships; however, there are proven strategies and processes…

In this brief, the perspectives of special education administrators from Massachusetts and Indiana, who have been engaged in college-based transition services (CBTS), are shared. It summarizes the conversations they had during a fall 2019 Think College webinar and a follow-up discussion in summer 2020. Each administrator has had extensive…

Person-centered planning is a process that allows individuals, family members, and friends an opportunity to share information to develop a personal profile and a future vision for an individual. This article describes strategies and technology that teachers can use to promote parents' participation and facilitate communication while maintaining…

An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs…

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,…

How do we reach the summit in terms of supporting the best transition possible for each young deaf or hard of hearing individual in the United States? Should professionals who are hearing work alone to succeed with deaf and hard of hearing students? No matter how good the intention, if we want deaf and hard of hearing students to transition from…

This article presents results from a large-scale study of professionals who work with individuals who are deaf or hard-of-hearing (DHH). Participants were 1,345 professionals who work in a variety of roles, including educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers. Participants shared…