The Indigenous Tutorial Assistance Scheme-Tertiary Tuition (ITAS-TT) has provided Australian government funding for one-to-one and group tutorial study support for Aboriginal and Torres Strait Islander students attending Australian universities since 1989. It has been a central plank supporting Indigenous university students in their studies.…

While conversations around the inclusion of individuals with disabilities often focus on the educational rights and needs of children with disabilities during their school years, there is a growing recognition that the period of transition from secondary school to adult roles is a critical time in the lives of individuals with disabilities. For…

Developmental education has increasingly become part of the national debate in higher education. This is particularly true for developmental mathematics courses which, in general, have the highest rates of failure and non-completion of any developmental subject area. This manuscript describes the current state of the art in developmental…

Young people who are leaving the foster care and juvenile justice systems often experience a difficult transition to adulthood that is characterized by a number of troubling outcomes, including poverty, low levels of education and employment, and housing instability. While some services are available for these populations, there is little evidence…

The Rehabilitation Act of 1973, together with the Education for All Handicapped Children Act of 1975, set in motion policy changes that have allowed many thousands of children and youth with disabilities in the United States the opportunity to gain the educational and vocational skills needed to transition to living, working, and participating as…

A survey of 202 students with disabilities in Taiwan identified eight service categories: medical service, adult living service, working/living environment adaptation, professional guidance, psychological guidance, personal affairs, community learning, and continuing education. Results indicate that the overall need for services is far greater…

National survey data were gathered from 1,450 school districts to determine the extent to which vocational and transition-oriented services were available to secondary-age special education students. Examined were types of disabilities served, number of students, local education agency service configurations, school resources, and external…

This study examined the activities of employment specialists and nontraditional support providers in a supported employment program for transition-age youth with significant disabilities. Results are detailed for employment characteristics, types of supports needed or desired, identifying and arranging sources of support, support providers, and…

The study identified areas of innovative practice in 131 recently funded projects under the Handicapped Children's Early Education Program. Innovations emerged in curricula, mainstreaming, transition services, use of technology, interagency coordination, type of service provider, and technical assistance. Most interventions had a family focus.…

The Projects for Assistance in Transition from Homelessness (PATH) program provides the states and territories with funds to serve homeless individuals who are seriously mentally ill or dually diagnosed with serious mental illness and substance abuse disorders. As part of the mandate of the authorizing legislation, the General Accounting Office…

Services provided to 12 young adults with visual impairments moving from school to work by either an educationally based or rehabilitation-based transition program were compared. No differences were found in types or number of services provided by the two programs. Both programs cooperated with other agencies and involved subjects and parents in…

A planning procedure was developed to increase opportunities for secondary special education students to be referred to and receive appropriate community services after graduation. The procedure requires interagency cooperation and focuses on vocational placement, postsecondary education, living arrangements, mobility, and financial planning.…

A cooperative project of the University of Oregon and Springfield, Oregon, School District provided adolescents with emotional disturbances with a transition specialist to develop a service delivery plan and access services. Self-determination, competitive vocational placements, and educational support were emphasized. Project impact on…

Representatives from 34 local interagency coordinating councils were interviewed about interagency agreements for the legally required transition from the infant/toddler to preschool service delivery system at age 3. Results indicated that most communities included the majority of legal transition requirements in their agreements. Policy issues…

This document reports on a project of the Illinois Planning Council on Developmental Disabilities to assess needs of current transition practices in Illinois for preschool children with special needs. The project involved: analysis of a comprehensive review of the relevant research literature; recommendations from advisory board members, workshop…