The purpose of this explanatory case study was to learn how a designated veteran services office on a university campus supports student veterans preparing to transition into the civilian workforce after their college graduation. This study provided an in-depth understanding of the operations of a nationally recognized veteran services office by…

The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's…

Students with Emotional and Behavioral Disorders (EBD) are placed outside of their public school more frequently than other students with disabilities, yet there are gaps in the literature on reintegration processes and the possible negative impact when collaboration between schools is minimal. Public schools rely on private placements in…

Most recent data confirms that the transition and learning "gap between youth and young adults (ages 14-24) with and without disabilities remains significant despite decades of federal and state legislation intended to improve education and employment opportunities" (Cheng & Shaewitz, 2020, p. 28). Researchers have highlighted that…

Transitioning away from high school to postsecondary life can be a complicated process for any young person. This process can be made more difficult for students with disabilities if options are not put in place before they leave high school. This is where the transition process becomes an important development to help guide students with…

Special education case managers experience barriers to community and vocational resources when writing Individualized Education Plan (IEP) transition plans. Lack of procedural information and coordination of transition services create obstacles that impact the quality of IEP planning and postsecondary outcomes for students with disabilities.…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

The views of a transition/IEP team members of the collaborative efforts of each other have had little or limited viewing. Annually there are approximately six million special education students in the United States of America (Samuels, 2017). While in high school, these students and their transition/IEP team are tasked with preparing them for…

The purpose of this study was to examine parents' lived experiences when considering the impact of their parental involvement and parenting styles on their ethnic minority youth with disabilities, transition outcomes, and mental health. Specifically, the research sought to explore how parents' levels of engagement in their children's education may…

Few students with disabilities applied for postsecondary education disability services and, as a result, had lower graduation rates from four-year colleges than their non-disabled peers. The purpose of this qualitative, interpretive study was to discover the perceptions of Tennessee public high school case managers regarding IEP transition…

The unemployment rate for autistic young adults after high school graduation is higher than for all other populations with disabilities. The Individuals with Disabilities Education Act (IDEA) requires transition planning as part of an individualized education plan (IEP) starting no later than age 16. There is evidence, however, that autistic…