Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Knowledge Level | 2 |
| Parent Participation | 2 |
| Self Determination | 2 |
| Transitional Programs | 2 |
| Advocacy | 1 |
| Agency Cooperation | 1 |
| Anxiety | 1 |
| Autism Spectrum Disorders | 1 |
| Barriers | 1 |
| Best Practices | 1 |
| COVID-19 | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
| Georgia | 2 |
| Alabama | 1 |
| Florida | 1 |
| Illinois | 1 |
| Indiana | 1 |
| Michigan | 1 |
| Nebraska | 1 |
| North Carolina | 1 |
| Northern Mariana Islands | 1 |
| Oregon | 1 |
| Pennsylvania | 1 |
| More ▼ | |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkLee, Chung Eun; Kim, Jennifer G. – Exceptionality, 2022
The person-centered individualized education program (IEP) transition planning has emerged as a primary indicator of quality services, and as a predictor for successful post-school outcomes for transition-age youth with autism spectrum disorders (ASD). However, these person-centered transition practices are not uniformly implemented across the…
Descriptors: Individualized Education Programs, Cooperative Planning, Transitional Programs, Autism Spectrum Disorders
Gothberg, June E.; Greene, Gary; Kohler, Paula D. – Career Development and Transition for Exceptional Individuals, 2019
Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer…
Descriptors: Evidence Based Practice, Best Practices, Transitional Programs, Planning
