This is a study of transition to parenthood, one of the least-studied topics in disability research. More than 250 students with special educational needs are followed from their first year of upper secondary school into their mid-30s. Their transition into parenthood is analysed by logistic regression at two ages, at 23 years and at 36 years.…

Students with disabilities have diverse needs that can be difficult for schools to meet. One promising approach that addresses this issue is Linked Learning, a high school reform initiative aimed at simultaneously preparing all students for college and career (ConnectEd, n.d.). Although research has shown that participation in Linked Learning is…

Educational and vocational rehabilitation programs both have key roles and responsibilities in improving post-school outcomes for students with disabilities. Both entities must be involved in creating opportunities for students to develop skills and knowledge to prepare for careers in the 21st Century. To help facilitate understanding and promote…

Youth with disabilities face difficulties resulting from attitudinal, environmental, and organizational barriers not only in initially accessing and entering school (World Health Organization [WHO], 2011), but also as they transition from school age youth to working adults. With a focus on facilitating a better understanding of the issues,…

While conversations around the inclusion of individuals with disabilities often focus on the educational rights and needs of children with disabilities during their school years, there is a growing recognition that the period of transition from secondary school to adult roles is a critical time in the lives of individuals with disabilities. For…

The Office of Special Education and Rehabilitative Services (OSERS) administers programs that assist in educating children and youth with disabilities and provides funding for vocational rehabilitation (VR) services for youth and adults with disabilities. OSERS established the Transition Steering Committee to focus specifically on the services,…

Recently, consensus among researchers and professionals has emerged about factors that contribute to postschool success of youth with disabilities. Prominent among these factors are targeted academic preparation, family involvement, youth empowerment, and service collaboration and linkages. Work experience and paid employment have been identified…

The Individuals with Disabilities Education Act (IDEA) mandates the implementation of a behavior intervention plan based on a functional behavioral assessment when a student's behavior necessitates disciplinary actions. However, IDEA does not provide any clear guidelines as to what the plans should contain nor how they can address behaviors that…

This report focuses on the seven original Youth Transition Demonstration (YTD) projects selected for funding in 2003. Three of the original seven projects were selected for a national random assignment evaluation in 2005; however, this report only focuses on program operations prior to joining the random assignment evaluation for the three…

Formerly incarcerated adolescents with disabilities face additional barriers to a successful transition to adulthood when released from the youth correctional facility often with societal expectations of transitioning directly to adulthood. Employment and post-secondary enrollment may serve as protective factors and reduce the likelihood of future…

Local interagency transition councils have been deemed the appropriate vehicle for planning and implementing transition services for students with disabilities. A recent evaluation of Florida's system disclosed that students and businesses are underrepresented on transition councils. Districts developing transition programs without interagency…

The paper focuses on catalysts needed for interagency cooperation in multi-service delivery systems for handicapped individuals. The importance of interfacing personal and environmental profiles is emphasized, and an approach matching aspects of the person and the environment is described. A behavioral skill profile of the person would be matched…

The Rehabilitation Act of 1973, together with the Education for All Handicapped Children Act of 1975, set in motion policy changes that have allowed many thousands of children and youth with disabilities in the United States the opportunity to gain the educational and vocational skills needed to transition to living, working, and participating as…

These four issues discuss issues in the education of children with disabilities. The Spring 1992 issues focuses on developing transition systems. Articles include: "Vocational Rehabilitation, Rehabilitation Counseling, and Transition: Service Delivery and Professional Issues" (Edna M. Szymanski et al.); "Personnel Preparation To…

A survey of 202 students with disabilities in Taiwan identified eight service categories: medical service, adult living service, working/living environment adaptation, professional guidance, psychological guidance, personal affairs, community learning, and continuing education. Results indicate that the overall need for services is far greater…