Think College REPORTS present descriptive data in narrative and tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the…

Transition planning and post-school outcomes for students with autism spectrum disorder (ASD) continue to receive growing attention in both practice and research. The purpose of this annotated bibliography is to summarize relevant research on practices and predictors of post-school success for individuals with ASD and to provide practitioners,…

Adult education's mission is a critical one. It seeks to provide the large and diverse population of adults who lack basic skills, a high school credential, or English language skills with the competencies they need to be productive workers, family members, and citizens. Federally funded adult education serves learners in three types of programs:…

Title II of the Workforce Innovation and Opportunity Act of 2014 directs the federal government to conduct a national assessment of adult education, including activities to understand the extent to which adult education strategies positively affect learners. A systematic review of the research on the effectiveness of particular strategies in adult…

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) states that transition planning should begin at the earliest age appropriate and no later than age 16. IDEA requires schools to make collaborative efforts to provide students access to an array of postschool activities including integrated employment, postsecondary…

Which factors promote student transfer from California Community Colleges (CCC) to baccalaureate-granting institutions? How do community college practices support this transition? Which student behaviors and characteristics particularly facilitate their movement to four-year colleges and universities? The Research and Planning Group for California…

Principles of transition planning for students with disabilities include: (1) the overriding role of self-determination, (2) the need to link outcomes with annual goals and short-term objectives, and (3) addressing seven specific challenges (such as too vague goals and objectives, limited expectations, and lack of action planning). (Contains…

This annotated bibliography on student outcomes was developed as part of a Maine project studying the effectiveness of transition programs for students with disabilities. The 75 citations are listed alphabetically by author and date from 1985 through 1993. (DB)

This review focuses on both published and unpublished literature in the areas of education, employment, and independent living outcomes across 13 handicapping conditions. Preliminary chapters describe the database system used to manage the literature identified, and discuss research methods in transition literature. Subsequent chapters then review…

The improvement of transition services for handicapped youth through effective management strategies in service planning and coordination is proposed. Current barriers include conflicting policy goals, eligibility criteria, and funding patterns. Needed are consistent policy development, formulation of effective management strategies, and…

This article presents recommendations for transition planning assessment for secondary students with learning disabilities. It proposes redirecting assessment practices to obtain present-level-of-functioning information for Individualized Education Program planning that extends beyond high school graduation. Current assessment procedures that…

Project MAP (Model Accounting Plan) is a demographic accounting model for monitoring the transitions of special education students through the school system and after graduation. MAP predicts the students' paths, considering the student's age, handicap, and instructional setting. Discussed are a pilot test and the model's potential benefits and…

The purpose of the project described in this paper was to conduct research on curricular strategies that would facilitate successful transition of handicapped youth from public school to postsecondary work and leisure environments. The curriculum strategies involved teaching skills in searching for leisure activities prior to introducing a job…

This final report describes major activities of a Maine project to develop a follow-up and follow-along survey instrument and data management system to allow local school districts to determine outcomes for graduates with disabilities and use this information in program review and modifications. The report explains the process used in the 1-year…

This manual provides information on a follow-up study that investigated the transition outcomes of 90 students with disabilities who have exited Wisconsin's high schools, and provides materials to be used in training educators working with students with disabilities who are transitioning from school to work. The first part of the manual contains…