Objective: The specific aim of this study was to use data from the National Longitudinal Transition Study-2 (NLTS-2) to examine modifiable factors that were related to competitive employment acquisition for students who were at high risk of poor school-to-work outcomes. Design: Quantitative descriptive design using path analysis. Participants: 580…

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching…

Transition programs have emerged as a support for adult learners seeking college education. Adult learners' perspectives are missing in the literature on transition programs. To better support adult learners in transition programs, it is essential to understand their experiences and perspectives. Using Schlossberg's Transition Theory (Anderson,…

Community activities can be an important part of the transition to adulthood, but many students with disabilities miss those experiences because they are not offered in their community or high school. This lack of opportunities in schools may account for the discrepancy that is found after high school graduation between the employment rates of…

Veterans Affairs (VA) offers education benefits to veterans with disabilities through the GI Bill, VA's largest education program, and Veteran Readiness and Employment (VR&E), which helps veterans with service-connected disabilities re-enter the workforce. Each offers distinct features that may better serve veterans depending on their…

The Children and Families Act (2014) has seen the extension of the role of educational psychologists (EPs) to cover the age range from birth to 25 years. EPs have had to develop and extend their practice to meet the needs of post-16 young people with special educational needs and disabilities. Research on transition from compulsory education to…

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…

This book is intended to give support providers the understanding, knowledge, and skills for providing transition and employment services in school, employment, community, and residential settings and thereby improve the quality of life for the individuals that they support. It not only shows how to support an individual with a disability but also…

There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide…

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…

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…

The Workforce Innovation and Opportunity Act (WIOA) requires states to reserve at least 15 percent of their total State Vocational Rehabilitation Services program funds to provide pre-employment transition services to help students with disabilities transition from school to work. The U.S. Government Accountability Office (GAO) was asked to review…

This brief is the third in a series focusing on Employment First implementation as it relates to one of the seven elements within the High-Performing States in Integrated Employment model. It examines the background of circumstances under which Employment First efforts began in seven states, and introduces each state's values, mission, and goals…

Under the Individuals with Disabilities Act (IDEA), the Interagency Coordinating Council (ICC) of each jurisdiction that receives funds under Part C of the IDEA must prepare and submit to the Secretary of the U.S. Department of Education and to the Governor of its jurisdiction an annual report on the status of the early intervention programs for…

Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS (Sugai et al., 2000b). Researchers have often critiqued…