It is critical students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. However, the field needs a research-based, structurally sound assessment to assist teachers in assessing such competencies and then writing appropriate transition goals. The purpose of this pilot study is to…

The purpose of this qualitative study was to evaluate the effectiveness of transitional preparatory programs from the perspective of parents and teachers in North Carolina. The following three research questions guided this research inquiry: Based on parent and teacher perspectives, how did the high school transitional program facilitate success…

The Department Children, Youth, and Families (DCYF) is a new cabinet level agency focused on the well-being of children. The vision is to ensure that "Washington state's children and youth grow up safe and healthy-thriving physically, emotionally and academically, nurtured by family and community." (House Bill 1661) DCYF serves as the…

One of the key purposes of public education is to prepare young people to reach their full potential as independent adults and engaged citizens. This transition to adulthood may be especially challenging for youth with disabilities. Students enrolled in special education often need additional supports and coordinated planning to prepare for…

This article synthesizes policy and intervention options for youth with disabilities based on recent reports from the National Academy of Sciences, Engineering, and Medicine and the Department of Labor Office of Disability Employment Policy. To frame findings from both reports, we utilize a life course approach. This approach is important as…

Research indicates that the trend of students with disabilities choosing to attend college is continually increasing. However, research also suggests that this population may be ill prepared to meet the increased academic demands and level of independence needed at the college level. Research in the field indicates that high schools may not be…

The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address…

Students with disabilities learn differently and at various rates. The issue is not the students, however, but is the lack of a belief system to have the same expectations for students with disabilities as their non-disabled peers. Rules and regulations have been established to ensure K-12 public schools comply with and provide quality services to…

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer…

Legislation has mandated that secondary schools provide services for students with disabilities that prepare them for independent living, employment, and/or post-secondary education (IDEA, 2004). This study examined the perceptions of special education directors, assistant directors/program coordinators, and secondary special education teachers…

Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students' future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student,…

A number of best practices are recommended by researchers and professionals in the field of transition to improve postschool outcomes for youth with intellectual disabilities. This study analyzed data from the National Longitudinal Transition Study-2 to examine whether best practices are predictive of postschool outcomes. The combination of five…

Post-secondary transition plans are a mandatory component of the individual education program (IEP) for all students aged 16 and over, that are eligible for special education services. This regulation has been in effect since the passage of the Individuals with Disabilities Education Act (IDEA) in 1990. IDEA has been reauthorized twice in the…

As a part of the Individualized Education Plan (IEP), special education teachers work along with their student with special needs and their parent(s)/guardian(s) to create and implement Individualized Transition Plans (ITP) to assist the student with their transition to the post-school environment. As mandated by Individuals with Disabilities…

Students with disabilities are faced with many challenges as they transition from high school to postsecondary education, enter the workforce, and begin independent living. The Individuals with Disabilities Education Act of 1990 (IDEA) initially addressed these challenges by mandating that transition planning be included as a part of the…