Students with disabilities face many difficulties in their transition to adulthood and are therefore supported by various individuals or organisations. Hence, a collaboration between family, school, health, and social services as well as other services is needed throughout this process. This narrative review aims to highlight important components…

Effective collaborative engagement between diverse stakeholders is vital to supporting the developmental and educational opportunities and outcomes of students with disability. While Australian policy and legislation mandates collaborative engagement between a teacher and other members of a student's support network, the extent of data examining…

Transition from secondary school to postschool life, education, and employment can be difficult for young people who are deaf or hard of hearing (DHH). This population's postschool outcomes, particularly in employment, continue to lag behind those of the general population. The transition education, planning, and practices that these students…

Children progress through a number of life transitions and each is a pivotal point of development and growth for them, their parents and family members. Through a review of the literature, the Bioecological Model will be used to frame childhood transitions as highly social, contextualised and political. This paper will assert that governments,…

The juvenile justice system, in its origins, was designed to meet the unique needs of youth who committed law violations. The underlying premise is that the rehabilitation of youth would ultimately lead to reintegration into school, community, and the workforce, as well as avoidance of future involvement with the juvenile or adult justice systems.…

Over the past three decades, transition practices research has demonstrated that post-school outcomes of students with disabilities improve when educators, families, students, and community members and organizations work together to implement a broad perspective of transition planning, more appropriately referred to as transition-focused…

This paper was written in 2018 by NCWD/Youth [National Collaborative on Workforce and Disability for Youth] to inform the development of the Guideposts for Success 2.0, an update to the original Guideposts for Success published in 2005. Since it was created in 2005, the Guideposts for Success has become nationally recognized as a valuable…

Noting the disconnect between what is known about the crucial role that transition plays in ensuring educational continuity and what is currently available in schools, the Harvard Family Research Project conducted a review of current research on the transition to kindergarten, focusing on promising transition practices and the role that schools…

This paper addresses the transition of young children from preschool programs that provide special education services to kindergarten or alternative elementary school placements. The roles of the child, family, and service providers in transition preparation, planning, implementation, and evaluation are described. Components of successful…

Discusses facilitating culturally sensitive transition plans for young children transitioning to kindergarten and their families. Addresses transition roles for families and adapting transition roles for culturally diverse families. Stresses the need for transition teams to emphasize continuity, communication, collaboration, and family concerns.…

Discusses the need for careful consideration of family and cultural factors in transition planning. Issues explored include degree of independence for the adolescent desired by the family, rules of acceptance, needs for information, changes in family routines, and family and child life experiences. (Author/CR)

This fact sheet summarizes promising secondary education practices that special educators can employ to help improve the post-school outcomes of students with exceptional learning needs. These practices are organized into the following five categories: student-focused planning, student development, interagency collaboration, family involvement,…

This article summarizes findings from the Macomb Project's 15 years of research and provision of model demonstration computer application services to young children with disabilities, their families, and service delivery staff. Staff training, administrative support, technology assessments, family involvement, and transition services are all…

The roles of the child, family, sending and receiving teachers, and educational agencies are emphasized in this review of transition planning for handicapped children who are moving from special education preschool programs to mainstreamed kindergarten placements. Activities to encourage successful transitions and to support collaborative planning…

The transition challenges discussed are to ensure that (1) students have access to the full range of curriculum options and learning experiences; (2) high school graduation decisions are based on meaningful indicators of learning; (3) students have access to postsecondary education, employment, and independent living options; (4) student and…