Religious organizations often serve as mainstays of communities, especially rural communities with otherwise limited support to promote improved transition outcomes. Yet, religious organizations appear not to be utilized as agencies in transition service partnerships. This article addresses involving religious organizations in the transition…

The Center on Reinventing Public Education has long focused on making school choice work. Parents of children with disabilities face greater barriers to choosing schools for their children. This brief is the first installment in a series of reports examining how parents of children with disabilities experience the process of choosing schools. The…

Principals in the United States are responsible for creating educational environments that enable students, including those with disabilities, to achieve both academic and postschool goals. Unfortunately, many principals lack the preparation necessary to effectively lead special education programs. To support principals and ensure that students…

Transition education is a distinctive aspect of special education that extends well beyond the boundaries of the school building, engages partners from all corners of the local community, and addresses so many different life domains. In the midst of a pandemic, creative strategies are needed to equip students with the skills, knowledge,…

In New York City (NYC), the process of developing a child's kindergarten Individualized Education Program (IEP) happens during the year before kindergarten. This process is commonly called Turning 5. Approximately 30,000 NYC children between the ages of three and five are classified as being preschoolers with disabilities. The Turning 5 work…

In the spring of 2020, public schools across the United States were forced to close their campuses due to an emerging public health crisis caused by the detection of the first cases of the COVID-19 virus. Although schools closed their buildings, the delivery of educational services did not stop. This included the ongoing provision of services…

The CHOICES Project funded by the Institute of Education Sciences (IES), U.S. Department of Education, addresses the need for ready access to information for parents, students, school, and community agency personnel regarding transitional and community support programs. At this time we have created two databases (student information and community…

In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

Many children with invisible chronic illnesses (ICIs) are living to adulthood, necessitating that they prepare for their future. Health care and education systems have different meanings and processes for transition, although both systems are designed to help young adults prepare for independence. As health care and educational services support…

Parental involvement and parent-school-community partnerships receive wide acclaim for making a positive difference in the educational and transition outcomes for youth with and without disabilities. Although the impact of parental involvement in education remains undisputed, secondary education traditionally emphasizes the emerging adult…

The overall goal of the Building State Capacity Summit series was to enhance successful outcomes for students leaving high school, whether it is matriculation in a postsecondary education or training program, or employment. Young adults who are deaf or hard or hearing face barriers that inhibit these successful outcomes. One way to mitigate these…

Describes a process, wraparound planning, for extending educational services to students with emotional and behavioral disorders (EBD) and their families. A merger of community and school-based wraparound is being implemented in pilot school districts in Illinois. Guidelines for implementing school-based wraparound for students with EBD are…

This monograph presents long-range plans of South Carolina's "Continuum of Care for Emotionally Disturbed Children" program, which provides community based services to children and adolescents with severe disturbances, through coordination and utilization of public, private, and individual services. An executive summary notes that 323…

The major purpose of the clearinghouse is to provide employment assistance and supportive services to adult and juvenile offenders on parole or work training release from corrective institutions in Washington State. Summarized in the annual report are major program activities and evaluation of problem areas. With the aid of Manpower Development…

California's approach to developing programmatic and administrative models for the implementation of Individualized Family Service Plans (IFSPs) in providing services to young handicapped children is discussed. The models focus on implementing recognized best practices as well as changing state policy and administrative structure to enhance…