Youth with autism spectrum disorder (ASD) have poor post-secondary outcomes, including those with high-functioning ASD (HFASD), who do not have intellectual disability. Special education services for youth with HFASD often focus on academic outcomes rather than preparing students for negotiating other aspects of adult life. This scoping review…

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…

This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at…

This article provides a systematic review of the literature related to college transition programs for students with autism. It addresses how individual programs themselves, as well as associated research, can be enhanced to accommodate the needs, identities, and pathways of individual students with autism more effectively. Methods entailed…

The purpose of this study was to identify evidence-based practices (EBPs) for teachers of students with disabilities. A review of 13 trustworthy websites yielded 61 EBPs relevant, as determined by this author, to teachers of students with disabilities. The EBPs were organized into six categories: schoolwide framework, literacy instruction, math…

The purpose of this qualitative study was to produce an overview of topics and practical recommendations that have been presented for teaching for students with intellectual disabilities in educational research articles published from 2000 to 2013. The sample of peer-reviewed research articles considering this topic was selected using a database…

Equipping youth with autism spectrum disorders (ASD) to flourish during and after high school is central to the purpose and practice of special education. However, many students with ASD are leaving high school without the preparation and connections needed to engage meaningfully in their communities. This article reviews research-based approaches…

This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing…

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…

Increases in the frequency of autism spectrum disorder (ASD) within the postsecondary education system are now beginning to surface. Through a review of the literature this paper will focus on the persistence, retention and successful completion of autistics in the postsecondary education (PSE) sector. The author found no concrete statistics for…

Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in…

This article provides a review of the literature regarding changing communication profiles of individuals with autism as they reach adolescence and young adulthood. The impact of these language patterns on social and vocational functioning is addressed. Guidelines for assessment, goal development, and intervention are presented through a…

The article reviews studies on vocational adjustment of the learning disabled as well as current practices and concludes that secondary programs should provide six types of vocationally relevant activities including: occupational awareness/exploration, vocational assessment, instruction in job-related academic skills, instruction in job-related…

This report reviews existing data related to post-school outcomes for individuals with emotional and behavioral disorders (EBD), discusses why these data may be misleading, and describes what the special education field is doing to improve the post-school outcomes for individuals with EBD. In the first part of the paper, outcomes related to three…

This article addresses various methods of assessment and support of social competence in school and the community to prepare individuals with mild to moderate disabilities for adulthood. It emphasizes that transition planning and preparation is a continual process that begins in early school experiences and continues through adulthood. (Contains…