NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)4
Since 2006 (last 20 years)15
Laws, Policies, & Programs
Americans with Disabilities…1
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 21 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Stewart-Ginsburg, Jared H.; Kwiatek, Stephen M. – Career Development and Transition for Exceptional Individuals, 2020
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…
Descriptors: Rural Areas, Religion, Organizations (Groups), Agency Cooperation
Peer reviewed Peer reviewed
Direct linkDirect link
Hoover, Ariel – American Secondary Education, 2016
Community activities can be an important part of the transition to adulthood, but many students with disabilities miss those experiences because they are not offered in their community or high school. This lack of opportunities in schools may account for the discrepancy that is found after high school graduation between the employment rates of…
Descriptors: Disabilities, Transitional Programs, Service Learning, Summer Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Martin Agran; Fred Spooner; Colleen Robertson – Inclusion, 2018
The American Association on Intellectual and Developmental Disabilities (AAIDD) hosted the National Goals in Research, Policy, and Practice working meeting in August, 2015, to identify key national policies, priorities, and practices to serve and support students with intellectual and developmental disabilities (IDD) at the secondary level. The…
Descriptors: Educational Quality, Students with Disabilities, Intellectual Disability, Developmental Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Papay, Clare; Unger, Darlene D.; Williams-Diehm, Kendra; Mitchell, Vickie – TEACHING Exceptional Children, 2015
There is a widespread misconception that transition planning and programming begin in high school. However, there are many opportunities for teachers to infuse transition-focused education into teaching and learning activities for their elementary-grade students. Teachers can engage students with disabilities and their families in…
Descriptors: Transitional Programs, Planning, Elementary School Students, Elementary School Teachers
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Roberts, Laura A.; Karan, Orv C. – Journal of the American Academy of Special Education Professionals, 2012
A crucial step in the process of preparing students with disabilities for adult life is transition assessment. Using a comprehensive assessment that is built around the student's interests, followed by assessment administration within the context of his/her community can provide special education professionals with rich data that is useful for…
Descriptors: Community Based Instruction (Disabilities), Daily Living Skills, Special Education, Community Involvement
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Chun, Jina; Connor, Annemarie; Kosciulek, John F.; Landon, Trenton; Park, Jinhee – Global Education Review, 2016
Youth with disabilities face difficulties resulting from attitudinal, environmental, and organizational barriers not only in initially accessing and entering school (World Health Organization [WHO], 2011), but also as they transition from school age youth to working adults. With a focus on facilitating a better understanding of the issues,…
Descriptors: Foreign Countries, Career Development, Youth, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Stewart, Debra; Gorter, Jan Willem; Freeman, Matt – Prevention Researcher, 2013
The three common themes are emerging from recent research on positive approaches to adult transitions for youth with disabilities. The first theme acknowledges that a person's condition is only one factor that influences the developmental process of transitioning into adulthood; the second theme addresses the complexity of the numerous…
Descriptors: Transitional Programs, Best Practices, Youth Opportunities, Adolescent Development
Peer reviewed Peer reviewed
Direct linkDirect link
Doren, Bonnie; Yan, Min-Chi; Tu, Wei-Mo – Prevention Researcher, 2013
The purpose of the article was to identify key features within research-based school-to-career programs that were linked to positive employment outcomes for youth disabilities. Three key program features were identified and discussed that could be incorporated into the practices and programs of schools and communities to support the employment…
Descriptors: Disabilities, Career Change, Education Work Relationship, Transitional Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Test, David W.; Bartholomew, Audrey; Bethune, Lauren – NASSP Bulletin, 2015
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…
Descriptors: Best Practices, Disabilities, Teaching Methods, High School Students
Exceptional Parent, 2011
Hundreds of thousands of children and youth with disabilities across the country are receiving secondary transition services. Secondary transition is the process of preparing students with disabilities for life after they leave high school, including participation in post-secondary education or training, employment and independent living.…
Descriptors: Individualized Education Programs, Federal Legislation, Disabilities, Transitional Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Cheney, Douglas – Intervention in School and Clinic, 2012
Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educational, vocational, and community outcomes that would lead to personal success and satisfaction. Some of these outcomes relate to how special education transition programs integrate effective approaches to support success with these students. In this…
Descriptors: Transitional Programs, Individualized Instruction, Individualized Education Programs, Individualized Programs
Bertoni, Daniel – US Government Accountability Office, 2010
The Americans with Disabilities Act (ADA)--now in its 20th year--calls for the full participation of individuals with disabilities in society, including the workforce. Yet, many barriers exist that may prevent them from staying connected or returning to employment. For instance, eligibility requirements for receiving public disability benefits or…
Descriptors: Incentives, Disabilities, Barriers, Accessibility (for Disabled)
Peer reviewed Peer reviewed
Direct linkDirect link
Roth, Kristi; Columna, Luis – Journal of Physical Education, Recreation & Dance (JOPERD), 2011
Empowering students with disabilities to remain physically active after graduation is often a struggle for physical educators. One reason for this is that physical educators are often left out of the transition-planning process. In order to be seen as a key member of the special education team, physical educators need to use the same instructional…
Descriptors: Educational Strategies, Physical Education, Individualized Education Programs, Disabilities
Malloy, Peggy; McGinnity, Betsy – National Consortium on Deaf-Blindness, 2009
Finding a job, learning to live independently, and obtaining further education are important goals for all young adults as they leave high school. But achieving these goals is often extremely difficult for students who are deaf-blind. Limited or absent hearing and vision, difficulties with communication, and the frequent presence of additional…
Descriptors: Deafness, Disabilities, Young Adults, Transitional Programs
Miles, Barbara – National Information Clearinghouse on Children Who Are Deaf-Blind, 2008
It may seem that deaf-blindness refers to a total inability to see or hear. However, in reality deaf-blindness is a condition in which the combination of hearing and visual losses in children cause "such severe communication and other develop mental and educational needs that they cannot be accommodated in special education programs solely for…
Descriptors: Educational Needs, Blindness, Deafness, Deaf Blind
Previous Page | Next Page ยป
Pages: 1  |  2