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Maseko, Nonhlanhla – Bulgarian Comparative Education Society, 2023
This paper investigates the transition planning for youth with disabilities living in foster care. Statutory regulations in South Africa contend that foster care lapses when young people reach the age of 18. It is however not certain how many of them are ready to navigate into an adult and independent lifestyle. This paper is concerned with the…
Descriptors: Foster Care, Students with Disabilities, Transitional Programs, Foreign Countries
Dalun Zhang; Yi-Fan Li; Eric Roberts; Meagan Orsag; Robert Maddalozzo – Inclusion, 2023
Employment has historically provided a person with value and the ability to live a self-determined and independent life. Interagency collaborations have been found to play a key role in promoting employment for those with special needs. However, there is little research on identifying the needs of the field for collaborations between vocational…
Descriptors: Cooperation, Vocational Rehabilitation, Transitional Programs, Employment Potential
Sands, Michelle M.; Meadan, Hedda – Early Childhood Education Journal, 2022
The transition to kindergarten can be a memorable, yet stressful time for children and families. For children with disabilities and their caregivers, the transition to kindergarten can be especially difficult due to changes in environment, supports, and services that occur as part of the transition. The purpose of this article is to highlight…
Descriptors: Student Adjustment, Kindergarten, Students with Disabilities, School Readiness
Richard Gregory; Cathy Atkinson – Pastoral Care in Education, 2024
This case study research explores the potential of a post-16 pathway planning process based upon self-determination theory (SDT). Two male students at an alternative provision (AP), were supported by a behavioural support teacher to take part in a pre-planning meeting with the researcher to explore their post-16 aspirations. They then took part in…
Descriptors: Guided Pathways, Nontraditional Education, Case Studies, Post High School Guidance
Peggy A. Kong; Xinwei Zhang; Anu Sachdev; Xiaoran Yu – Early Childhood Education Journal, 2024
This study examines Chinese immigrant parents' educational involvement beliefs and practices during their children's transition to kindergarten in the United States. Interviews were conducted with 10 Chinese immigrant parents in an area with a small Chinese population and limited ethnic resources. Three main themes emerged. First, limited English…
Descriptors: Immigrants, Parents, Parent Participation, Transitional Programs
Rosvall, Per-Åke; Carlbaum, Sara; Benerdal, Malin – Globalisation, Societies and Education, 2022
This article focuses on how local institutions in three rural areas in Sweden organised education and work to assist adult immigrants' integration. We particularly analyse how local officials in educational institutions, employment offices and local governments attempted to support adult immigrants' education-to-work transitions, using a…
Descriptors: Foreign Countries, Global Approach, Rural Areas, Adult Education
Cook, Kyle DeMeo; Barrows, Mitchell R.; Loewe, Stacy B. Ehrlich; Lin, Van-Kim; du Toit, Nola – Office of Planning, Research and Evaluation, 2022
The analyses presented here are part of a larger project, "Understanding Children's Transitions from Head Start to Kindergarten" (HS2K), a joint research venture between NORC at the University of Chicago, Child Trends, and the National P-3 Center at University of Colorado Denver, with funding from the U.S. Administration for Children and…
Descriptors: Federal Programs, Low Income Students, Social Services, Kindergarten
Carla Luguetti; Juliana Ryan; Bill Eckersley; Amy Howard; Sarah Buck; Aisha Osman; Chloe Hansen; Patrick Galati; Robinson Jack Cahill; Sarah Craig; Claire Brown – Educational Action Research, 2024
This paper aims to contribute fresh insights into youth participatory action research (YPAR) by using bell hooks' engaged pedagogy to illuminate the process of co-designing a program for transition beyond secondary school. Engaged pedagogy is a critical pedagogy that combines critical consciousness and radical wholeness and seeks to foster a…
Descriptors: Transitional Programs, Cooperation, Program Design, Youth
Parikh Foxx, Sejal; Saunders, Rachel; Test, David W.; Flowers, Claudia – Professional School Counseling, 2022
The purpose of this study was to investigate school counselors' perception of and ability to implement the 20 predictors of post-school success for students with disabilities. Results indicated statistical differences between grade levels in their perceived ability to implement transition services. We offer specific recommendations for how school…
Descriptors: School Counselors, Counselor Attitudes, Competence, Counselor Role
Strand, Gro Marte – Educational Research, 2020
Background: The primary-secondary transition is recognised as a challenging time for students, and poor transition processes can negatively affect the students' development. School professionals play an important role in enhancing the students' transition experience, but international literature calls for more research concerning their perspective…
Descriptors: Student Adjustment, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes
Schutz, Michele A.; Travers, Hilary E. – Rural Special Education Quarterly, 2023
The joint contributions of general education and special education staff should collectively support career development for students with disabilities in rural communities. This mixed-methods study explored the views of staff and administrators across 10 rural districts on staffing for supporting students with disabilities in preparing for work,…
Descriptors: Students with Disabilities, Career Development, Teacher Attitudes, Administrator Attitudes
Fowler, Catherine H.; Getzel, Elizabeth Evans; Lombardi, Allison – New Directions for Adult and Continuing Education, 2018
This chapter examines the changes in supports and services from secondary to postsecondary for students with disabilities. It recommends ways organizations, practitioners, and students must coordinate and collaborate to affect the environment and increase student success in postsecondary education.
Descriptors: Disabilities, Transitional Programs, Secondary School Students, Cooperation
Almalki, Saeed – International Journal of Developmental Disabilities, 2021
Project SEARCH is a unique program for young adults with intellectual disabilities to transition from high school to work. This program teaches individuals with intellectual disabilities (interns) job skills in an inclusive work environment, such as a hospital. The purpose of the study is to understand the involvement and perceptions of supported…
Descriptors: Young Adults, Intellectual Disability, Supported Employment, Job Skills
Pierce, Doris; Spence, Amy; Sakemiller, Lisa; Roberts, Celeste – Journal of Occupational Therapy, Schools & Early Intervention, 2021
This study of occupational therapy services to students with disabilities, 14 to 16 years of age, demonstrated effectiveness (Pierce, Spence, Sakemiller, & Roberts, 2020). The intervention approach was developed by 14 school-based occupational therapy personnel from 10 Midwestern school districts and described using grounded theory. Forty-two…
Descriptors: Transitional Programs, Students with Disabilities, Occupational Therapy, Intervention
Holcombe, Elizabeth Marshall; Kezar, Adrianna – Journal of Student Affairs Research and Practice, 2021
Emerging evidence demonstrates that integrated programs, which combine academic and socioemotional supports and bridge boundaries between academic and student affairs, can improve college success rates for low-income, first-generation college students. This article explores the organizational value of integrated transition programs across several…
Descriptors: Transitional Programs, Disproportionate Representation, Low Income Groups, First Generation College Students