This study examined effects of two parent-training approaches to increase knowledge of transition resources by (a) giving parents a brochure describing local transition services or (b) providing the same brochure plus 60 min of small-group training. We randomly assigned parents to groups who completed pre- and posttests on knowledge of transition…

Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and…

Previous studies suggest that individuals with an Autism Spectrum Disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influenced the STEM pipeline between high school and…

The authors of this article analyzed data from the National Longitudinal Transition Study-2 to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by…

Data from the National Longitudinal Transition Study-2 were analyzed to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with…

This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants…

This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants…

Involvement in extracurricular activities provides youth with opportunities to develop important personal skills, abilities, and preferences, and to build meaningful social support networks. Historically, students who are deaf or hard of hearing (SDHH) have had limited access to opportunities for both academic and occupational development,…

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments…

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments…

This dissertation consists of four chapters. Chapter 1 provides an introduction to the self-determination literature documenting the importance of promoting the self-determination of transition and secondary age students with disabilities, as well as a summary of research examining the self-determination of students with disabilities across…

Students with disabilities are faced with many challenges as they transition from high school to postsecondary education, enter the workforce, and begin independent living. The Individuals with Disabilities Education Act of 1990 (IDEA) initially addressed these challenges by mandating that transition planning be included as a part of the…

Legislators mandated transition education for students with disabilities to improve their post-school outcomes. Each student with an IEP should have an annual transition plan at or before his or her 16th birthday. IDEA mandated the utilization of age appropriate transition assessment to develop students' post-secondary transition goals based on…

The Bureau of Indian Education (BIE) funds schools located on 63 reservations in 23 states across the nation. Of the 183 schools, 59 are Bureau operated and 124 are tribally controlled. One-hundred and sixteen schools provide instructional programs, 55 provide instructional as well as boarding services and 12 peripheral dormitories provide only…

The Individuals with Disabilities Education Act (IDEA) of 2004 established a requirement that all States develop and submit to the U.S. Department of Education, Office of Special Education Programs (OSEP) a performance plan designed to advance the State from its current level of compliance with the statutory and regulatory requirements of the law…