Retiring senior military officers (SMO) are a specific group of adult learners in role transition. SMOs have the shared experience of high-level leadership roles, senior managerial experiences, and military rank. They experience some similar transition challenges as other military affiliated learners, such as military-civilian culture; however, in…

The veteran military-to-civilian transition (MCT) process continues to be complex and unwielding. Higher education has an opportunity to ease this transition, but, unfortunately many institutions still miss the mark. One mechanism higher education institutes can incorporate to help with the transition is the use of prior learning assessments or…

Given the information in the prior chapters, this chapter looks at the field of transition and recommends what the chapters suggest. Achieving successful rates of transition to postschool settings among students with special needs is a complex undertaking that requires clear planning, collaboration, a vision for both the students and the systems…

This chapter describes several essential skills necessary for success in postsecondary education (PSE) for young adults with disabilities and provides a variety of models of support available to students with disabilities as they transition into PSE.

This chapter examines legislative actions throughout the past century that have influenced education and employment for individuals with disabilities while discussing ways that these actions reflect the broader social, political and economic goals of the American education system, and implications for individuals with disabilities who participate…

This chapter describes the importance of self-determination for transitions and supports for adults with disabilities. Self-determination is defined and its application to the disability context examined, followed by an overview of a multicomponent model to engage adults with disabilities to self-regulate problem solving to set and attain life and…

This chapter examines the changes in supports and services from secondary to postsecondary for students with disabilities. It recommends ways organizations, practitioners, and students must coordinate and collaborate to affect the environment and increase student success in postsecondary education.

This chapter provides an overview of theories of the transition to young adulthood. It sets out the argument for conceptual renewal and discusses some implications of new patterns of transition for adult education.

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators.

This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

This chapter discusses the influence of cultural identity and social conditions on the transition to adulthood in a stratified, multicultural context.

This chapter focuses on vulnerable youth, the challenges they face during their transitions to adulthood, and the adverse effects of limited support systems on those transitions. The authors offer recommendations on how adult educators can help facilitate smooth transitions into adulthood for vulnerable youth.

This chapter considers how transitions to adulthood have been historically represented and presents alternative ways of thinking about transitions to adulthood through the context of adult basic education programs.

This chapter describes developmental needs of emerging young adults and how they are often met, or not met, in faith communities. The author offers recommendations for creating better connections with today's emerging young adults.