Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID) who are more likely to remain in poverty compared to their peers without disabilities (Mock and Love, "J Policy Pract Intellect Disabil," 9:289-297, 2012; Siperstein et…

Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A…

The onset of most mental illness and substance dependency typically occurs during adolescence and early adulthood, which coincides with the very age when the majority of students are first encountering the pressures associated with postsecondary education. An effective and easy-to-navigate mental health-care system for postsecondary students helps…

California's public schools boast the nation's largest population of English learners--approximately 1.15 million in the 2019-20 school year. The potential civic, intellectual, economic, and cultural contributions of this group of multilingual students are enormous. Yet too often, their assets remain undervalued and untapped because traditional…

An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs…

The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g.,…

The Transition Planning Inventory-Second Edition (TPI-2) is an instrument to help plan the postsecondary transition of students who are benefiting from special education (SPED) services. It aims to identify the strengths, needs, and interests of students with disabilities. It is also a tool to support school systems to comply with the U.S. federal…

The purpose of this multiple case study was to examine the successes, challenges, and factors identified to mitigate or overcome the identified challenges, as experienced by program directors, faculty, and staff, in the development and implementation of transition and post-secondary education programs, for students identified with intellectual…

Strong collaborative partnerships between families, schools, and communities are essential to promote successful postgraduation outcomes for students with intellectual disabilities (ID) and are a key feature of a new Transition Planning, Implementation, and Evaluation (TPIE) framework. The purpose of this article is to provide an overview of the…

This report provides highlights of the latest research from the Student Transitions Project (STP), with a focus on the first transitions of B.C. grade 12 graduates into B.C. public post-secondary education. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced…

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…

Students who have sustained traumatic brain injuries (TBIs) may experience a number of consequences, all of which can impede the transition from high school to postsecondary educational settings. This study, which relied on interviews with students who had sustained TBIs and who had persistent problems related to their traumas, helped gain an…

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students' opportunity for postsecondary education and employment. Preparing…

Student success in postsecondary education depends on academic preparation and on having the nonacademic knowledge, skills, and behaviors to successfully navigate the demands of postsecondary study. While nonacademic competencies are important for all students, rural and high-poverty populations face unique nonacademic challenges, such as access…

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…