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S. Blair Payne; Elizabeth Swanson – TEACHING Exceptional Children, 2024
Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly…
Descriptors: Executive Function, Adolescents, Disabilities, Transitional Programs
Lee, Gerald Dale, Jr. – ProQuest LLC, 2017
Students with disabilities face the challenges of transitioning from secondary school to higher education with the added difficulties associated with specific physical, emotional, or learning disabilities. In this qualitative study, this researcher (a) observed practices that transition service professionals used during exit transition meetings…
Descriptors: Postsecondary Education, Transitional Programs, Qualitative Research, High Schools
Fisk, Amy – ProQuest LLC, 2018
Research indicates that the trend of students with disabilities choosing to attend college is continually increasing. However, research also suggests that this population may be ill prepared to meet the increased academic demands and level of independence needed at the college level. Research in the field indicates that high schools may not be…
Descriptors: Disabilities, College Readiness, High Schools, School Role
Hicks, Simone B. – ProQuest LLC, 2018
The purpose of this qualitative case study is to explore African American parental involvement of students with disabilities during transition planning in urban high schools. Through an explanatory case study the author seeks to gain a better understanding of parental involvement during the transition process in preparation for employment or…
Descriptors: African Americans, Parent Participation, Disabilities, African American Students
Scheef, Andrew R.; Hollingshead, Aleksandra; Voss, Cory S. – Intervention in School and Clinic, 2019
The use of peer support arrangements can be an effective strategy to improve educational services for students with disabilities, including those with autism spectrum disorder (ASD). When developing peer support arrangements, secondary teachers should consider aligning these services with evidence-based predictors of positive postschool outcomes…
Descriptors: Peer Influence, Peer Relationship, Disabilities, Autism
Bridges, Jeanne M.; Maxwell, Gerri M. – Journal of Case Studies in Education, 2015
This qualitative case study examines the challenges facing rural secondary schools in transitioning youth from high school to post-secondary education and careers, and whether the interventions, strategies and support built into the Early College High School could offer a solution to this long-standing challenge to better meet the needs of special…
Descriptors: High Schools, College Preparation, College Readiness, Special Education
Roberts, Laura A.; Bouknight, Tamisha M. – Journal of Cases in Educational Leadership, 2015
This case illustrates an example of how one school relied solely on aggregate data and failed to address the college readiness needs of African American students with disabilities. However, the way in which the school counselor identified this opportunity gap may not have been the most ethical approach, and now she is faced with a dilemma. This…
Descriptors: College Students, African American Students, Disabilities, Achievement Gap
McCall, Zach A. – Career Development and Transition for Exceptional Individuals, 2015
An increased focus on expanding and synthesizing the transition evidence base, while important, should be supplemented with research highlighting the lived experiences of young adults with disabilities as they move from high school to adult roles. This study documents the experiences of four successful college students with varied disabilities…
Descriptors: College Students, Disabilities, Transitional Programs, Student Adjustment
Heffernan, Dale – Online Submission, 2012
Post-secondary transition plans are a mandatory component of the individual education program (IEP) for all students aged 16 and over, that are eligible for special education services. This regulation has been in effect since the passage of the Individuals with Disabilities Education Act (IDEA) in 1990. IDEA has been reauthorized twice in the…
Descriptors: Disabilities, Special Education, Speech Impairments, Learning Disabilities
National Collaborative on Workforce and Disability for Youth, 2018
This paper was written in 2018 by NCWD/Youth [National Collaborative on Workforce and Disability for Youth] to inform the development of the Guideposts for Success 2.0, an update to the original Guideposts for Success published in 2005. Since it was created in 2005, the Guideposts for Success has become nationally recognized as a valuable…
Descriptors: Disabilities, Transitional Programs, Secondary School Curriculum, High Schools
Baer, Robert M.; Daviso, Alfred, III; Queen, Rachel McMahan; Flexer, Robert W. – Education and Training in Autism and Developmental Disabilities, 2011
The purpose of this study was to examine disproportionality in transition services for students with disabilities. The authors predicted that students' transition services and secondary programs would be driven not only by their postschool goals, but also by their gender, ethnicity, disability, and school setting. To test this hypothesis, the…
Descriptors: Ethnicity, Disproportionate Representation, Disabilities, Special Education
Bureau of Indian Education, 2013
This report presents Special Education Indicator Performance data tables for 173 Bureau of Indian Education schools. Indicators include: (1) Graduation Rate; (2) Dropouts; (3) Assessment Targets; (4) Assessment Targets--Reading; (5) Assessment Targets--Mathematics; (6) Suspensions and Expulsions--High School; (7) Suspensions and…
Descriptors: Educational Indicators, American Indian Education, Tables (Data), Graduation Rate
Harden, Lorie A. – ProQuest LLC, 2012
Although transition of students with disabilities has been part of federal mandates since the passage of the Individuals with Disabilities Education Act (IDEA) of 1990 and IDEA amendments of 1997, many students with disabilities continue to leave high school without a functional postsecondary transition plan. The purpose of this qualitative…
Descriptors: Qualitative Research, Phenomenology, High Schools, Teachers
Karahalis, John – ProQuest LLC, 2011
This researcher addresses whether transition planning with classified special education students is being implemented in accordance with the Kohler model for successful transition planning. Using archival data available from two high schools, one with a specialized on campus program and the latter as an excluded site specializing in classified…
Descriptors: Special Education, Disabilities, Models, Educational Planning
Test, David W.; Fowler, Catherine H.; White, James; Richter, Sharon; Walker, Allison – Exceptionality, 2009
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…
Descriptors: Family Involvement, Disabilities, Student Development, Transitional Programs