This paper uses the framework of transition as "becoming" to explore what young people learned from participating in a post-secondary transition program that was co-designed by young people. The 9-week youth participatory action research (YPAR) involved six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised…

U.S. Census Bureau Report (2020c) showed Hispanic students constituted 18.5% of the U.S. population, 36% attended higher education and only 14% completed postsecondary education. Research has shown Hispanic, specifically Latinx, students faced barriers in accessing higher education's hidden curriculum, compounded by deficit beliefs about their…

This research identifies the soft (employability) skills that key stakeholders view as essential for young people with intellectual disability (ID) to gain and maintain open employment. The study subsequently examined the work experience opportunities for young people with ID to develop these soft skills during their school years. Qualitative data…

Background: The transition from school to adult life is challenging for young people with intellectual disability. The study aimed to explore how young people with intellectual disability themselves experience the transition from school to adult life. Methods: A co-designed, qualitative study. Thematic data analysis of qualitative survey…

Most recent data confirms that the transition and learning "gap between youth and young adults (ages 14-24) with and without disabilities remains significant despite decades of federal and state legislation intended to improve education and employment opportunities" (Cheng & Shaewitz, 2020, p. 28). Researchers have highlighted that…

Transitioning away from high school to postsecondary life can be a complicated process for any young person. This process can be made more difficult for students with disabilities if options are not put in place before they leave high school. This is where the transition process becomes an important development to help guide students with…

A committee comprised of the former state superintendent and educational leaders launched a unique high school program (pseudonym Connections) to support the delivery of a high school curriculum that would prepare students for college and careers. Students in Connections complete their 4 years of high school, supported by an Advocate who guides…

According to the National Center for Education Statistics (2020), the national percentage of first-time, full-time college students who returned to the same campus the following year was 81%. For students with disabilities, retention and graduation statistics were disproportionate to their non-disabled peers. Students with disabilities graduated…

Dual enrollment has continued to increase in popularity as an effective means of introducing students to college and encouraging postsecondary enrollment. Students are introduced to the academic rigors and expectations of a college environment, while developing college readiness to transition to postsecondary institutions beyond high school…

Aim: Initially, this paper delves into the connection between Irish society and Project-Based Learning (PBL) and curriculum, exploring how this connection has influenced the evolution of Digital Spaces (DS). It positions the origins of the Transition Year Program (TYP) in Ireland within the context of societal and political changes that are…

The outcomes of special education learning and transition services for K-12 public school special education graduated students is less often investigated in the field of education. The purpose of this qualitative phenomenological study is to understand the perspectives of post-high school K-12 graduated students concerning their perceptions of the…

The COVID-19 pandemic impacted the delivery of services for students with disabilities. There is limited knowledge on the relationship between the transition services students received during the pandemic and their post-school outcomes. This study utilized a qualitative phenomenological design to informed by Bronfenbrenner's Ecological Systems…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…