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…

Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created…

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…

Background: The enactment of the John H. Chafee Foster Care Independence Act brought welcome attention to young people aging out of foster care, and sought to include them in both case planning and policy dialog. Foster Youth Advisory Boards help to promote such inclusion, though the implementation of those boards has not been formally analyzed.…

School completion has been hailed by many as the 'holy grail' of Indigenous education, and 42% remote-living Indigenous students now attain year 12 completion each year. But for a range of complex reasons, only 60% of these graduates translate this achievement into further engagement in study, training or employment. This systematic literature…

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…

Nearly four decades have passed since the Individuals with Disabilities Education Act (IDEA) ensured access to public education for students with disabilities in the United States. During the years following its introduction, there was a growing recognition that helping students, especially students with disabilities, in their transitions from…

A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence,…

The paper examines the role of parents in the transition of developmentally disabled or otherwise handicapped persons into adult services. Because parents play an important role on the interdisciplinary team, parent training is important. This training can come in the form of university credit courses, workshops and mini-courses, self-help groups,…

This article considers ways in which opportunities for children with special educational needs in England and Wales are being affected by current developments in post-compulsory education. The development of a Lifelong Learning Partnership by the Milton Keynes Council is used to illustrate how major developments affect local authorities.…

This article examines factors influencing the provision of high-quality services to individuals who are deaf-blind. Various definitions of this population and the unique challenges in serving them are addressed, as are transitional services, gaps in services, the importance of interagency collaboration, and components of a successful service…

The complex needs of the heterogeneous group of homeless women suggest that policy and services must focus on a continuum from adequate and accessible emergency services (shelter, food, financial assistance) to transitional assistance with housing, employment, and mental and physical health care, and ultimately to stabilization. (SK)

This article synthesizes descriptions of and recommendations for community transition teams which assist in the transition of youth with learning or other disabilities from school to adult life. The levels, composition, and functions of transition teams are described. Community-level transition teams are shown to be critical support vehicles for…

This information brief explains the Transition Service Integration Model, an approach to integrating service systems at the point of transition for youth with significant disabilities. It explains that the Transition Services Integration Model is designed to combine the resources of school and postschool systems in sharing the costs of a…

This monograph addresses issues in the appropriate education of children and youth with disabilities, especially emotional and/or behavioral disorders, who are in juvenile correctional facilities. An introductory chapter considers the characteristics of students with E/BD in the public schools; educational services in juvenile corrections; and…