The Council for Exceptional Children (CEC) maintains that it should be the goal of all educators and policymakers to understand, support, and facilitate the transition of children and youth with disabilities to post-school life. This includes supporting children and youth to achieve their respective goals regarding postsecondary education and…

In this brief, the perspectives of special education administrators from Massachusetts and Indiana, who have been engaged in college-based transition services (CBTS), are shared. It summarizes the conversations they had during a fall 2019 Think College webinar and a follow-up discussion in summer 2020. Each administrator has had extensive…

Illustrates with a hypothetical adolescent with a disability the use of the McGill Action Planning System for initial and follow-up transition planning. Shows how the system promotes self-advocacy for students and families and provides information useful in the Individualized Education Plan. (SK)

The problems of Individual Education Plan (IEP) utilization with handicapped students are analyzed and compared to the developing use of Individual Transition Plans (ITP). Considered are issues of accountability, relevance, quality, feasibility, and preparedness. (DB)

This paper points out that one way to infuse self-determination skill training into a comprehensive transition program is to teach students with disabilities to direct and manage their own Individualized Education Program. The transition policy of the Academic School District in Colorado Springs (Colorado) is presented as a model. (JDD)

Reflects on a study of the effectiveness of an inservice training program on individualized education programs that was provided to two vocational coordinators and seven teachers of students with mental retardation. Discusses the reasons the study focused on behavioral objectives and the importance of writing quality behavioral objectives. (CR)

This information brief presents views on quality education from two individuals with disabilities and a parent of a student with a disability. Amanda Dahloff, Kelly Socha, and Amy Pleet, all experienced in the transition process, offer diverse views on how educational systems can best serve students with disabilities. Key recommendations include:…

This information brief on the successful transition of students with disabilities to postsecondary educational settings focuses on the importance of the student's full participation in the Individualized Education Program (IEP) process during secondary school and the student's developing understanding of differences between secondary and…

This monograph examines issues in the transition of youth with emotional and/or behavioral disorders to adulthood. It describes transition as a process by which youth with disabilities are systematically equipped with skills necessary for realizing valued postsecondary outcomes. The subject of transition is examined within the historical,…

This text summarizes the state of knowledge in the field of early childhood integration of children with disabilities. The 14 chapters are grouped in sections which focus on relationships, curriculum planning, organizational supports, and values/attitudes, respectively. Chapters have the following titles and authors: "Ecological Perspectives on…

This document describes a set of indicators that the Division for Early Childhood (DEC) Task Force on Recommended Practices recommends for early intervention and early childhood special education (EI/ECSE) programs for infants and young children with special needs and their families. The indicators are designed to be used by professionals in…