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Direct linkCassandra L. Silveira – ProQuest LLC, 2023
The unemployment rate for autistic young adults after high school graduation is higher than for all other populations with disabilities. The Individuals with Disabilities Education Act (IDEA) requires transition planning as part of an individualized education plan (IEP) starting no later than age 16. There is evidence, however, that autistic…
Descriptors: Parent Attitudes, Employment Patterns, Employment Potential, Autism Spectrum Disorders
Peer reviewed
Download full textTrainor, Audrey A.; Newman, Lynn; Garcia, Elisa; Woodley, Heather H.; Traxler, Rachel Elizabeth; Deschene, D. Nicole – Career Development and Transition for Exceptional Individuals, 2019
Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities,…
Descriptors: Postsecondary Education, Transitional Programs, Educational Planning, English Language Learners
Trainor, Audrey A.; Newman, Lynn; Garcia, Elisa; Woodley, Heather Homonoff; Traxler, Rachel Elizabeth; Deschene, D. Nicole – Grantee Submission, 2018
Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities,…
Descriptors: Postsecondary Education, Transitional Programs, Educational Planning, English Language Learners
Test, David W.; Bartholomew, Audrey; Bethune, Lauren – NASSP Bulletin, 2015
In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…
Descriptors: Best Practices, Disabilities, Teaching Methods, High School Students
Cawthon, Stephanie W.; Caemmerer, Jacqueline M. – American Annals of the Deaf, 2014
Parent Involvement and parent expectations are important factors in successful academic and career outcomes for students who are d/Deaf or hard of hearing. Parental roles are particularly important during the transition planning process for students with disabilities. Results are presented from an exploratory study of 56 parents that measured…
Descriptors: Deafness, Postsecondary Education, Hearing Impairments, Parent Attitudes
Lee, Youngsun; Wehmeyer, Michael L.; Palmer, Susan B.; Williams-Diehm, Kendra; Davies, Daniel K.; Stock, Steven E. – Journal of Special Education, 2011
The purpose of this study was to investigate the impact of student-directed transition planning instruction ("Whose Future Is It Anyway?" curriculum) with a computer-based reading support program ("Rocket Reader") on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This…
Descriptors: Middle School Students, Experimental Groups, Control Groups, Self Efficacy
