Best practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18-21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild-moderate intellectual and…

Individuals with intellectual and developmental disabilities (IDD) experience difficulty with transitioning to competitive integrated employment following high school. Addressing this disparity in transitioning to competitive integrated employment can be supported through a high school transition program with community-based work experiences for…

Previous research has identified "UPGRADE Your Performance" as a method for teaching employment soft skills to students with disabilities. "UPGRADE Your Performance" instruction is a multicomponent intervention including self-evaluation, self-graphing, goal setting, and technology-aided instruction. This pilot study…

Adult postsecondary transition programs can be found within larger cities; however, school districts in rural communities have their own challenges due to limited resources. With transition programming, do families in the community understand and utilize the services, activities, and programs offered by outside agencies? The purpose of this…

Since 2011, Bridgewater State University (BSU) has received funds through the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) to support students with intellectual and developmental disabilities (IDD) to attend college. This BSU-MAICEI partnership, named EXCEL (Extraordinary Expectations for Career, Education and Life), offers up…

Effective transition planning is critical for young adults with disabilities to experience positive post-school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of…

High school work experience is a predictor of postsecondary employment success for youth with intellectual and developmental disabilities (IDD). Developing integrated work experiences often requires schools to partner with local businesses; yet, secondary special education transition teams may not have prior experience or preparation in this type…

This manuscript provides a review of housing and independent living options for individuals with intellectual and developmental disabilities (I/DD). While there has certainly been an increased emphasis on community integration and inclusion for people with I/DD, barriers to delivering housing supports and services in natural, integrated settings…

Young adults with disabilities face multiple challenges in obtaining successful post-school employment outcomes. This situation has remained relatively unchanged despite nearly 25 years of federal attention to the issue, including mandated transition services and a series of additional significant legislative responses. KentuckyWorks is a…

The purpose of this literature review was to examine transition related activities that are associated with securing competitive employment upon graduation from high school for transitioning youth with I/DD. Studies included in this review met the following required criteria: (a) participants were transition-aged individuals with I/DD and (b)…

Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study--2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions…

Despite the Individuals With Disabilities Education Act's (IDEA) mandates for student involvement in the Individualized Education Program (IEP) process, several researchers have demonstrated limited student participation. One method for encouraging self-advocacy and active IEP participation is to teach students to communicate their hopes, dreams,…

This self-assessment tool was developed for those who wish to embark on state-wide governmental systems change to improve high school transition and employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD). Its purpose is to aid in the development of a work plan that is based on a review of the state…

Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared…

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…