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Susan Larson Etscheidt; David Hernandez-Saca; Catherine Kramarczuk Voulgarides – Journal of Disability Policy Studies, 2024
Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal…
Descriptors: Federal Legislation, Educational Legislation, Students with Disabilities, Equal Education
Leslie Ann Bross; Stephanie L. Craig – TEACHING Exceptional Children, 2024
The Universal Design for Learning (UDL) framework can be applied to a variety of instructional contexts and activities, and individualized education program (IEP) meetings are one such context. The primary principle of the framework is to provide teachers with guidelines for designing and implementing instruction that can be adapted to meet the…
Descriptors: Access to Education, Individualized Education Programs, Educational Principles, Meetings
Poppen, Marcus; Alverson, Charlotte Y. – New Directions for Adult and Continuing Education, 2018
This chapter examines legislative actions throughout the past century that have influenced education and employment for individuals with disabilities while discussing ways that these actions reflect the broader social, political and economic goals of the American education system, and implications for individuals with disabilities who participate…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Washington State Department of Children, Youth, and Families, 2019
The Department Children, Youth, and Families (DCYF) is a new cabinet level agency focused on the well-being of children. The vision is to ensure that "Washington state's children and youth grow up safe and healthy-thriving physically, emotionally and academically, nurtured by family and community." (House Bill 1661) DCYF serves as the…
Descriptors: Infants, Toddlers, State Programs, Federal State Relationship
Horn, Annemarie L.; Bean, Kimberly M.; Layden, Selena J.; Terpstra, Judith E.; Holloway, Karen C. – School-University Partnerships, 2020
Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A…
Descriptors: Intellectual Disability, Developmental Disabilities, Postsecondary Education, Partnerships in Education
Massa-Carroll, Idalia – Journal of Psychoeducational Assessment, 2018
The Transition Planning Inventory-Second Edition (TPI-2) is an instrument to help plan the postsecondary transition of students who are benefiting from special education (SPED) services. It aims to identify the strengths, needs, and interests of students with disabilities. It is also a tool to support school systems to comply with the U.S. federal…
Descriptors: Individualized Transition Plans, Special Education, Disabilities, Educational Legislation
Odom, Samuel L.; Hall, Laura J.; Morin, Kristi L.; Kraemer, Bonnie R.; Hume, Kara A.; McIntyre, Nancy S.; Nowell, Sallie W.; Steinbrenner, Jessica R.; Tomaszewski, Brianne; Sam, Ann M.; DaWalt, Leann – Grantee Submission, 2021
Commemorating the 40th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Teaching Methods
Stephanie Smith Lee; Denise M. Rozell; Madeleine C. Will – Journal of Inclusive Postsecondary Education, 2019
This report examines issues regarding needed alignment of services and collaboration among agencies and institutions of higher education (IHEs) to achieve the goal of supporting youth with intellectual disability (ID) to obtain increased academic learning, independent living, and competitive integrated employment through participation in…
Descriptors: Students with Disabilities, Intellectual Disability, Postsecondary Education, Agency Cooperation
Perryman, Twyla; Ricks, Lacey; Cash-Baskett, Labrita – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The purpose of this tutorial is to provide speech-language pathologists (SLPs) with foundational information that will assist them in transition planning for students with autism spectrum disorder (ASD) based on a review of current literature. SLPs must be knowledgeable of transition planning in order to assist students with ASD and their…
Descriptors: Adolescents, Autism, Pervasive Developmental Disorders, Planning
Tomasello, Jenna; Brand, Betsy – College and Career Readiness and Success Center, 2018
Despite advances in improving CCR for students with disabilities, a great deal of work is needed to help more students achieve their full potential. The Every Student Succeeds Act of 2015 (ESSA) provides states with flexibility over the design of their educational systems and offers additional provisions to support CCR for all students, including…
Descriptors: Educational Legislation, Disabilities, Equal Education, Federal Legislation
Millar, Dorothy Squatrito – Education and Training in Autism and Developmental Disabilities, 2014
As students who have intellectual disability reach or have reached the age of majority, concerns regarding their competence to make informed decisions are often raised, as is the issue of adult guardianship. Guardianship refers to when a judge appoints an adult to be the guardian of another adult (ward) who has been determined to be unable to care…
Descriptors: Mental Retardation, Competence, Informed Consent, Decision Making
Hendrickson, Jo M.; Vander Busard, Amy; Rodgers, Derek; Scheidecker, Bethany – Journal of College and University Student Housing, 2013
Propelled by the reauthorization of the Higher Education Opportunity Act of 2008 (HEOA) and evidence that postsecondary education positively impacts employment and adult outcomes of individuals with intellectual disabilities (iD), inclusive living-learning opportunities for students with ID are emerging. accompanying the recent shift in…
Descriptors: Intellectual Disability, Educational Legislation, Higher Education, Federal Legislation
Hughes, Carolyn – Career Development and Transition for Exceptional Individuals, 2013
Living in poverty increases the likelihood that students with disabilities will experience poor postschool outcomes, including unemployment, underemployment, and limited postsecondary education. The effects of the intersection of poverty and disability persist into adulthood where the employment rate for adults with disabilities is only one fourth…
Descriptors: Poverty, Disabilities, Social Differences, Employment Potential
Shaw, Stan F.; Dukes, Lyman L., III – Career Development and Transition for Exceptional Individuals, 2013
Transition policy and programs have primarily focused on preparing students with disabilities for employment. Public policy over the last three decades has gradually broadened to include increasing emphasis on transition to postsecondary education. To date, the literature has primarily addressed matters related to demographics, legislation and…
Descriptors: Transitional Programs, Disabilities, Educational Objectives, Academic Aspiration
Morningstar, Mary E.; Bassett, Diane S.; Kochhar-Bryant, Carol; Cashman, Joanne; Wehmeyer, Michael L. – Career Development and Transition for Exceptional Individuals, 2012
Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices; however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we…
Descriptors: Educational Change, Transitional Programs, Alignment (Education), Educational Policy