Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or…

Data from the National Longitudinal Transition Study-2 were analyzed to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with…

Access to effective and comprehensive transition programming is pivotal to transition of youth with disabilities to work and independent living. Successful programs often blend key ingredients, including individualized educational planning, career development, work experiences in secondary school, and interagency partnerships/collaborations.…

This study used propensity score techniques on data from the National Longitudinal Transition Study-2 to assess the causal relationship between speech and behavior-based support services and rates of social communication among high school students with Autism Spectrum Disorder (ASD). Findings indicate that receptive language problems were…

Using data from waves 1 through 5 of the National Longitudinal Transition Study-2, this study used propensity score techniques to assess the relationships between general education inclusion and college enrollment rates among youth with Autism Spectrum Disorder (ASD). Data show that 2- or 4-year college enrollment rates were significantly higher…