Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Journal of Special Education | 2 |
| Grantee Submission | 1 |
| Psychology in the Schools | 1 |
| Remedial and Special Education | 1 |
| TEACHING Exceptional Children | 1 |
Author
Publication Type
| Journal Articles | 6 |
| Information Analyses | 3 |
| Reports - Evaluative | 3 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
| High Schools | 6 |
| Secondary Education | 4 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Tennessee | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkCarter, Erik W.; Schutz, Michele A.; Gajjar, Shimul A.; Maves, Erin A.; Bumble, Jennifer L.; McMillan, Elise D. – Journal of Special Education, 2021
Nearly one quarter of all youth with disabilities attend rural schools. Supporting the successful postschool transitions of these youth can be a complex and challenging endeavor. In this study, we used "community conversation" events as a methodology for identifying the practices and partnerships needed to improve transition outcomes for…
Descriptors: Rural Schools, Students with Disabilities, Transitional Programs, School Community Programs
Carter, Erik W.; Harvey, Michelle N.; Taylor, Julie Lounds; Gotham, Katherine – Psychology in the Schools, 2013
Equipping youth with autism spectrum disorders (ASD) to flourish during and after high school is central to the purpose and practice of special education. However, many students with ASD are leaving high school without the preparation and connections needed to engage meaningfully in their communities. This article reviews research-based approaches…
Descriptors: Pervasive Developmental Disorders, Autism, High School Students, Adolescents
Carter, Erik W.; Swedeen, Beth; Moss, Colleen K. – TEACHING Exceptional Children, 2012
Service learning is an effective curricular approach to increase instructional relevance and engagement for all students. For students with significant disabilities in transition, meaningful service can be an especially useful avenue for exploring career interests, gaining and practicing important life skills, and connecting to the community in…
Descriptors: Disabilities, Vocational Education, Vocational Education Teachers, Service Learning
Test, David W.; Smith, Leann E.; Carter, Erik W. – Remedial and Special Education, 2014
Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First, we review recent findings related to the post-school employment, education, and independent living…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescent Development, Transitional Programs
Download full textTest, David W.; Smith, Leanne E.; Carter, Erik W. – Grantee Submission, 2014
Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First,we review recent findings related to the post-school employment, education, and independent living…
Descriptors: Pervasive Developmental Disorders, Autism, Adolescent Development, Transitional Programs
Transition Assessment and Planning for Youth with Severe Intellectual and Developmental Disabilities
Carter, Erik W.; Brock, Matthew E.; Trainor, Audrey A. – Journal of Special Education, 2014
Although federal law now mandates age-appropriate transition assessment as a key component of high-quality transition planning, little research exists to guide educators on what they might learn when undertaking this process. In this study, the authors examined teacher and parent assessments of the transition-related strengths and needs of 134…
Descriptors: Transitional Programs, Planning, Severe Mental Retardation, Developmental Disabilities
