Youth with disabilities face significant barriers to achieving education and employment outcomes. While substantial research has examined the educational and employment outcomes of youth with disabilities, there has been less research on the context within which these outcomes occur. This study builds on a five-year evaluation of the impact of the…

Secondary transition planning and service coordination using evidence-based practices (EBPs) are a focus at the national, state, and local level to facilitate positive postschool outcomes and higher rates of inclusion for individuals with disabilities. However, research indicates schools and service providers are not effectively implementing EBPs.…

Project SEARCH is a unique program for young adults with intellectual disabilities to transition from high school to work. This program teaches individuals with intellectual disabilities (interns) job skills in an inclusive work environment, such as a hospital. The purpose of the study is to understand the involvement and perceptions of supported…

The T Level Transition Programme is a study programme targeted at students aged 16 to 19 years (or young people with Education and Healthcare Plans to age 24) who are not ready to start a T Level but have the potential to progress onto one following a tailored preparation programme. The Transition Programme is expected to be a full-time study…

The Linking Learning to Careers (LLC) program offered high school students with disabilities an individualized and targeted approach to strategically plan for their futures. The Vermont Division of Vocational Rehabilitation (DVR) designed LLC to build on its usual services for high school students to emphasize unpaid and paid work-based learning…

The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews…

The purpose of this publication is to provide guidance to Minnesota CareerForce youth development professionals on how to intentionally integrate the Guideposts for Success framework into the Individualized Learning Plan (ILP) model. Developed by PACER Center for Minnesota's Partners for Youth Disability Employment Initiative (DEI), this guide…

Objective: Being successful in the role of an Interim Chair requires an approach to transitional leadership that is different from that of individuals filling the Chair role permanently. This article reviews pertinent literature on the topic. Method: The author reviewed the literature, cited pertinent articles, and supplemented with personal…

This article provides an overview of promising essential elements for fostering vocational success among students with high-functioning autism spectrum disorders (HFASDs) by drawing literature from the fields of school-to-work transition for post-secondary students and vocational rehabilitation for individuals with disabilities. We highlight seven…

The Individuals with Disabilities Education Act of 2004 requires school systems to plan systematically for the transition from school to post-secondary education and/or employment and include measurable post-school goals in students' IEPs. Schools are required to coordinate activities, such as work experiences, to assist students in meeting their…

Nearly four decades have passed since the Individuals with Disabilities Education Act (IDEA) ensured access to public education for students with disabilities in the United States. During the years following its introduction, there was a growing recognition that helping students, especially students with disabilities, in their transitions from…

A work study program was developed for five educable and trainable students in a high school transition class. A teacher's aide was trained as a job trainer at the workplace prior to program implementation; ongoing informal discussions at school with the program developer helped with problems that developed. The work study program developed…

A project was conducted by the American School for the Deaf in Hartford, Connecticut, to train deaf, multiply handicapped students in job readiness skills and to place them in work experience programs. The one-year project served 17 multiply handicapped, hearing-impaired students, 18 to 20 years old, who were enrolled in the Special Unit program…

This business education journal contains two articles and three class activities related to teaching business skills relevant to today's economy. The first article, "Skills for a Changing Economy," provides an overview of the skills needed in today's business environment. According to the article, as many as half of recent high school graduates…

This study assessed the effects of a Brevard County (Florida) high school-based vocational training and community-based on-the-job training program called Brevard's Exceptional Students in Transition (BEST). Results indicated positive improvements in vocational skills and behaviors of participants in the BEST program. (JDD)