The veteran military-to-civilian transition (MCT) process continues to be complex and unwielding. Higher education has an opportunity to ease this transition, but, unfortunately many institutions still miss the mark. One mechanism higher education institutes can incorporate to help with the transition is the use of prior learning assessments or…

This chapter describes several essential skills necessary for success in postsecondary education (PSE) for young adults with disabilities and provides a variety of models of support available to students with disabilities as they transition into PSE.

This chapter describes the importance of self-determination for transitions and supports for adults with disabilities. Self-determination is defined and its application to the disability context examined, followed by an overview of a multicomponent model to engage adults with disabilities to self-regulate problem solving to set and attain life and…

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators.

This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

This chapter focuses on vulnerable youth, the challenges they face during their transitions to adulthood, and the adverse effects of limited support systems on those transitions. The authors offer recommendations on how adult educators can help facilitate smooth transitions into adulthood for vulnerable youth.

This chapter considers how transitions to adulthood have been historically represented and presents alternative ways of thinking about transitions to adulthood through the context of adult basic education programs.

This chapter describes developmental needs of emerging young adults and how they are often met, or not met, in faith communities. The author offers recommendations for creating better connections with today's emerging young adults.

As adult Latina/Latino students advanced from a community college to a four-year college, a transition course and mentoring program engaged students and educators in a reciprocal process of change. (Contains 1 figure.)