The personal, social, and academic challenges during the transition from high school to college contribute to lower retention rates and lower GPAs. These challenges are even more pronounced for historically underserved populations. In light of the COVID-19 pandemic, students face new challenges and a lack of access to the typical resources and…

The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Collaborative Assessment Guide for Transition Planning (CAG) is intended to help students, family members, educators, vocational rehabilitation counselors, human services and health agency staff, and other partners develop a coordinated assessment approach for…

Along the P-16 continuum, intersecting systems of oppression work to invisiblize, dismiss, and disparage Latina first-generation students' existing sources of knowledge, identity, and culture, resulting in long-term visible and invisible harm to their growth and well-being. Despite significant gains in higher education enrollment in the last two…

Check-in/check-out (CICO) is an evidence-based practice for addressing the behavioral needs of students with and without disabilities from kindergarten through the 12th grade. The CICO intervention is easily adapted to address other areas of need, beyond behavior, including academics and social integration, making CICO appealing for all school…

The problem that was addressed in this study was that students with severe intellectual disabilities (SwSID) enrolled in life skills settings are not receiving adequate transition planning services at local rural public schools in a southwestern state. The purpose of this study was to investigate special education teachers' (SET) perceptions about…

The problems associated with undue and overbroad guardianship for people with intellectual and developmental disability (IDD) have received increasing attention in recent years. In simple terms, guardianship threatens one's ability to exercise self-determination and make important decisions that reflect their own unique values, preferences, and…

Uganda currently hosts approximately 1.7 million refugees (93% fully registered refugees, 3% asylum seekers and 4% stateless persons), the most in sub-Saharan Africa. Most refugees come from South Sudan (57%), Democratic Republic of Congo (32%), Burundi (3%), and Somalia (3%). Refugees largely live in rural based settlements within 12 districts…

As part of global efforts in inclusive education, more autistic students are attending mainstream schools. However, many have negative school experiences and lower educational attainment. Strengths-based approaches have been proposed to improve these outcomes, but there is limited research on their implementation in mainstream high schools.…

Transition to kindergarten is an important developmental milestone for children and families. This study explored factors associated with kindergarten readiness focusing on the impact of a summer kindergarten transition program. A mixed-method design was employed, and the qualitative data from interviews with 16 randomly selected kindergarten…

This paper aims to contribute fresh insights into youth participatory action research (YPAR) by using bell hooks' engaged pedagogy to illuminate the process of co-designing a program for transition beyond secondary school. Engaged pedagogy is a critical pedagogy that combines critical consciousness and radical wholeness and seeks to foster a…

Young adults with intellectual and developmental disabilities (IDD) are vulnerable to transportation challenges which can contribute to a lack of community engagement. This article describes findings from a qualitative study in which we conducted one time, semistructured interviews with nine individuals with IDD (ages 18--25) and their…

Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In…

For school districts to adequately prepare students with disabilities for successful post-graduation life, it is essential to understand if various variables predict postsecondary outcomes. The purpose of this study is to examine the relationship between gender, race/ethnicity, participation in career technical education (CTE) programs, diploma…

This study examined how faculty who teach in specialized undergraduate programs for autistic college students approach self-advocacy teaching. Test et al.'s (2005) conceptual framework of self-advocacy was used as a lens to investigate this topic. Through ten semi-structured interviews (faculty in specialized college autism programs), ten themes…

Despite completing Career and Technical Education (CTE) programs, Students with Disabilities (SWD) are less likely than their nondisabled peers to secure middle-skill employment related to their training. This discrepancy is due to insufficient support and interagency collaboration to help overcome transitional barriers and build relevant work…