Adult student transition programs (also known as 18+ programs, 18-21 programs, adult transition programs, and community transition programs) are educational programs that provide instruction in age-appropriate community environments to adult students who have met the state credit and assessment guidelines for graduation but who still require…

This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. We will discuss six components of this approach. First, the need for SBMHS must be established through evaluation data. Data sources to confirm the need…

During the 2023 Legislative Session, the Legislature considered House Bill (HB) 1479, a measure which would have prohibited isolation and further restricted restraint in public schools. While the bill did not pass, the Legislature provided the Office of Superintendent of Public Instruction (OSPI) with designated state funds to begin actualizing…

Transition to adulthood is an important milestone for all students. Transition planning for students with disabilities (SWD) is legally mandated to prepare them for adult life. However, researchers report that teachers do not feel adequately prepared when it comes to transition. With globalization in the 21st century, U.S schools become more…

As a speech-language pathologist (SLP) who knew few d/Deaf people and had little knowledge of the Deaf community, Sara Burgan, co-author of this article, reports experiencing firsthand ways in which the field of speech-language pathology has promulgated areas of weakness in the education of SLP professionals, too often resulting in a mismatch in…

Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly…

Immigrant adults in the United States often have limited opportunities to learn English. To address this issue and to strengthen the preparation of future English language teachers, a practicum course offered in a Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) program in California was modified to engage student…

The U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students' engagement and sense of well-being. The Office of…

All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with…

With the introduction of artificial intelligence (AI), specifically generative AI and large language models (e.g., ChatGPT, Google Gemini), into education, there is a conversation regarding what knowledge teachers still need and will need moving forward. In this article, we describe how AI can, and should, be aligned to the Technological…

Students with learning disabilities (LD) benefit from individualized transition services that address their strengths and assets. This article provides three steps to facilitate strengths-based transition planning: (a) independent and guided reflection, (b) assessment, and (c) alignment of strengths to each component of the transition plan. Sample…

Although varying among and within the states, the percentage of students with 504 plans is steadily and significantly increasing as a national average. Although the professional literature addresses the legal standards for eligibility for 504 plans, it has not provided up-to-date information to practitioners as to the legal standard for the…

The Council for Exceptional Children (CEC) maintains that it should be the goal of all educators and policymakers to understand, support, and facilitate the transition of children and youth with disabilities to post-school life. This includes supporting children and youth to achieve their respective goals regarding postsecondary education and…

One of the key purposes of public education is to prepare young people to reach their full potential as independent adults and engaged citizens. This transition to adulthood may be especially challenging for youth with disabilities. Students enrolled in special education often need additional supports and coordinated planning to prepare for…

The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Collaborative Assessment Guide for Transition Planning (CAG) is intended to help students, family members, educators, vocational rehabilitation counselors, human services and health agency staff, and other partners develop a coordinated assessment approach for…