The purpose of this basic qualitative research study was to explore how secondary transition teachers make postsecondary transition programming decisions and how their firsthand experiences inform the transition process for students with autism without a comorbid intellectual disability. There is a need for additional research that helps identify…

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder impacting social interaction and communication skills. ASD can cause restrictive or repetitive behaviors, interests, and activities, with associated challenges and co-morbidities that often carry over into adulthood. These can limit opportunities for higher education, socialization,…

This paper builds on recent studies of institutional diversity in Australian tertiary education by modifying this model and using it to profile Australian pathway providers. The results offer insight into the role and work of this under-represented part of Australian tertiary education, as well as highlighting key strategic issues for these…

With the emergence of digital credentialing and platforms to support learners and workers with entering and traversing the increasingly skill-based education and workforce ecosystem, Learning and Employment Record (LER) technologies have been identified as a promising solution for individuals to share and access their learning- and skills-data and…

Parents of youth with disabilities require knowledge to support their children in secondary school. In the 21st century, online asynchronous training is one way to provide knowledge to parents in learning secondary transition concepts. We explored the use of an asynchronous online intervention on three parents' knowledge of the secondary…

The purpose of this qualitative study was to learn from the perspectives of adult secondary learners (ASLs) and transition navigators (TNs) regarding how K--12 adult education programs serve ASLs as they prepare to transition to community college. In this study, ASLs are defined as adult students working towards their high school diploma or…

This study set out to explore which practices in alternative provision (AP) settings in England made a difference to post-16 transition success into further education, training or employment. APs provide education for pupils who have been permanently excluded from mainstream schools and those directed there to improve their behaviour. In 2016, 56%…

This study aimed to address current support, the effectiveness of services, successful programs, critical resources, potential outcomes, and limitations for the school district's transition services through the program evaluation. The researcher developed a qualitative research study focusing on six research questions to provide recommendations on…

The U.S. Department of Education (Department) is committed to ensuring that students and youth with disabilities are held to high expectations and have the resources and supports needed to expand their learning opportunities and prepare them for success in postsecondary education and competitive integrated employment (CIE). In the 2019-2020…

College retention is a topic of concern for many leaders of post-secondary institutions. This study explores the multifaceted elements of a summer bridge program aimed at bolstering college retention for minority first-generation students through a combination of mentorship, academic support, and community-building initiatives. The purpose of the…

Young people need clear pathways to navigate from K-12 education into careers that align with their interests, strengths, and life goals. But they often lack the information, support, and access to choose and complete postsecondary pathways that are right for them. The federal government can play an important role in bridging this gap, by…

Individuals with intellectual and developmental disabilities have a history of being isolated, marginalized, and excluded from employment that is competitive and integrated. Policy makers, disability advocates, and self-advocates have made efforts to center inclusive education and employment opportunities for individuals with intellectual…

Comprehensive Transition & Postsecondary Programs (CTPs) were created by the Higher Education Opportunity Act (HEOA, 2008). They support students with Intellectual Disabilities (ID) who want to continue academic, career, or technical instruction in higher education to better prepare for competitive integrated employment and independent living.…

The purpose of this qualitative descriptive study was to clarify how high incident learning disabled (HILD) college students describe the ways that their high school's transition services provided knowledge, skill-building, accommodations, and course alternatives to them to support their transition to post-secondary. The theoretical foundations…

Adults with intellectual and developmental disabilities (IDD) experience lower levels of physical activity in comparison to the general population. While many factors contribute to this disparity, expanding appropriate and accessible programming in settings frequented by adults with IDD deserves attention. One such setting is post-secondary…