The U.S. Department of Education (Department) is committed to ensuring that students and youth with disabilities are held to high expectations and have the resources and supports needed to expand their learning opportunities and prepare them for success in postsecondary education and competitive integrated employment (CIE). In the 2019-2020…

Transition-age youth with autism (TAY-ASD) experience poor employment outcomes and gaps in services that could assist them in securing jobs. Vocational rehabilitation (VR) is a source of public assistance for people with disabilities seeking employment and TAY-ASD are a growing segment of VR service users. Postsecondary education (PSE) is…

This study examined the degree to which the three of the four essential characteristics of self-determination (autonomy, self-realization, psychological empowerment) predicted quality of life-related adult outcome constructs using secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2). The pattern of predictive…

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 examined the degree to which the three of the four essential characteristics of self-determination (autonomy, self-realization, and psychological empowerment) predicted quality of life-related adult outcome constructs using secondary analysis of data from the National Longitudinal Transition Study-2. The pattern of predictive…

This theoretical paper comprised the development of a conceptual framework for blending academic and transition content to help members of the special education field meet both the academic and transition needs of students with disabilities, including students with intellectual and developmental disabilities (IDD). The current conceptual framework…

To meet current federal regulations and provide the opportunity for individuals to receive services in the least restrictive environments, states are focusing on providing day habilitation services in inclusive community environments, rather than traditional congregate facility-based programs. The two main services of day habilitation focus on…

Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study--2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions…

The literature on bullying among students with disabilities is burgeoning. The purpose of this study was to examine risk factors for adolescents' involvement in bullying across the bullying continuum. Drawing from the National Longitudinal Transition Study-2 (NLTS2), 2,870 adolescents with disabilities were sampled. Results from multinomial…

Postsecondary education (PSE) programs for individuals with intellectual disabilities (IDs) have emerged exponentially in the United States over the last decade. Research regarding these postsecondary programs has largely been descriptive, and thus, there exists a need for qualitative, outcome-based research. In this comparative case report,…

Propelled by the reauthorization of the Higher Education Opportunity Act of 2008 (HEOA) and evidence that postsecondary education positively impacts employment and adult outcomes of individuals with intellectual disabilities (iD), inclusive living-learning opportunities for students with ID are emerging. accompanying the recent shift in…

Research indicates that transition education contributes to forming a long-term support to high-school students with disabilities for their adult life. Also, Community-Based Instruction (CBI) which is a preparation of vocational skills and awareness, has its positive influences improvement of self-esteem as result of higher work inclination and…

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States (Snyder, de Brey, & Dillow, 2016). Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and…

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States. Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and appropriate public education and provided…

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…