In 2011, the National Longitudinal Transition Study-2 (NLTS-2) data set was released to the field to provide researchers with data to conduct additional analysis (e.g., multivariate, descriptive) of youth with disabilities' in-school and post-school experiences. Funded in 2000 by the U. S. Department of Education's, Office of Special Education…

This study uses data from the National Longitudinal Transition Study-2 to examine the rates at which youth with emotional disturbances received services during and up to 8 years after high school. Parents' efforts to obtain services, information sources accessed, problems encountered, and the perceived sufficiency of services to meet youths' needs…

Collaboration between special educators and transition coordinators is important to lower recidivism rates among juvenile offenders with disabilities. This column provides best practice transition guidelines and urges special education teachers, special education coordinators, and transition coordinators in juvenile correctional facilities to…

Given the consistently poor postschool outcomes of individuals with high incidence disabilities, there is a need to examine the transition services provided to them while in school. This secondary data analysis explored the transition services received by individuals with high incidence disabilities through the National Longitudinal Transition…

Youth with emotional and behavioral (E/BD) and other disorders, who in many cases have not received needed interventions and supports in school, are overrepresented in the juvenile justice system. This article considers how parents of youth with E/BDs can become more involved in the process when their child is referred to juvenile court, thereby…

Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). This increases the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education. This article reviews evidence-based secondary transition practices…

Helping regular education students transition from high school to the post-secondary world can be a daunting task. Assisting students with special needs do this can be quite intimidating. According to the Harris Poll 2000, 20% of the general population was unemployed, while 71% of adults with disabilities were unemployed (Miller, Lombard, &…

The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their…

Discussion of requirements of the Individualized Education Program (IEP) under the 1997 amendments to the Individuals with Disabilities Education Act examines key components of the IEP, who constitutes the IEP team, roadblocks to effective use of the IEP, the top 10 common problems in IEPs, making the most of the IEP, transition planning, and…

These proceedings are the outcome of a 2-day conference involving education, health, and human service providers who work with children and youth with handicapping conditions across Washington State. The conference's purpose was to bring representatives from interagency teams together to exchange information about how the interagency teams…

Exit plans of 1,632 students attending 92 private out-of-district special education programs were studied. Students from programs for medical and pervasive developmental/communication disorders were likely to plan transfers to self-contained programs within their districts, whereas students from emotional/behavioral programs tended to plan…

This qualitative study used focus groups to explore student perspectives on family involvement in the transition from school to adult life. Four focus groups, including students with learning disabilities, emotional and behavioral disorders, and mild mental retardation, demonstrated the importance to students of family input and support.…

The Albuquerque (New Mecixo) Public Schools established the Mental Health Project in August 1985 to provide an interdisciplinary team approach to deliver direct/indirect counseling services to selected special education students, families, and staff. Seventy-seven percent of the 88 students, ages 5-21, receiving services were either behaviorally…

This compilation presents five papers on issues and research in special education. "Qualitative Research in Special Education: An Evaluative Review" (Charles A. Peck and Gail C. Furman) explicates some of the epistemological assumptions underlying qualitative research methods, reviews examples of qualitative research, evaluates the contributions…

This report summarizes findings from case studies that explored the implementation of the reauthorization of the Individuals with Disabilities Education Act (IDEA) and how it affects school district progress toward addressing the behavioral needs of students. Results are also presented on the progress districts are making on: developing…