Since the transition mandates were introduced, multiple models, instructional programs, and published curricula to promote student involvement have been developed and evaluated that are evidence- and research-based practices. The federally funded "National Technical Assistance Center on Transition: The Collaborative" (NTACT:C) has…

This study examined the differential impact of implementing the "Self-Determined Learning Model of Instruction" (SDLMI) alone with implementing the SDLMI combined with "Whose Future Is It?" with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode…

This study examined the differential impact of implementing the "Self-Determined Learning Model of Instruction" (SDLMI) alone with implementing the SDLMI combined with "Whose Future Is It?" with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode…

The Council for Exceptional Children's Division on Career Development and Transition (DCDT) has been a longstanding leader and advocate in the field of secondary education for students with disabilities. This paper traces the history of student engagement in transition planning primarily through the lens of DCDT's journal "Career…

The overall goal of the Building State Capacity Summit series was to enhance successful outcomes for students leaving high school, whether it is matriculation in a postsecondary education or training program, or employment. Young adults who are deaf or hard or hearing face barriers that inhibit these successful outcomes. One way to mitigate these…

Students with intellectual disability are often served in community-based services to promote effective adult outcomes in employment, community inclusion, and independent living (Gaumer, Morningstar & Clark (2004). "Beyond High School" (Wehmeyer, Garner, Lawrence, Yeager, & Davis, 2006), a multi-stage model to promote student…

Self-determination is an important component of transition services and prompting this outcome requires that educators use assessment both to design instruction and provide information about instructional effectiveness. This article introduces self-determination as a critical transition outcome, examines assessment issues, and overviews practices,…

A consensus list of 11 secondary special education student outcome measures was used as a conceptual framework for analyzing 181 intervention studies (published in 1970-93), conducted in integrated settings, and implemented on the individual student level. Findings indicate increasing emphasis on measuring social interaction and…

Evaluation of the "Choices-in-Transition Intervention" program with 41 low-income, predominantly ethnic minority group high school students with disabilities found the program resulted in significant increases in students' help-recruiting skills. Ninety percent of students received help with their goals and 85 percent met at least one of their…

A study involving 84 special educators in two western states investigated special education knowledge and use of various transition assessment strategies. Although most of the educators indicated they were aware of all types of assessment strategies, they still relied heavily on those that were either standardized or teacher prepared. (Contains…

This guide is intended to provide teachers of student with disabilities with resources, ideas, and procedures in implementing community-based instruction (CBI). The first chapter defines CBI, explains its importance, differentiates CBI from field trips, discusses appropriate CBI participants and stakeholders, and reviews the research on CBI.…

This project attempted to improve the career preparedness of college students with disabilities by providing them with career transition workshops and professional mentors. Major activities included: (1) recruitment and matching of 58 students with disabilities and 46 mentors, combined with mentor training; (2) workshops for staff and students…

This report is the second in a series of four final reports that present the findings of the Longitudinal Study of the Vocational Rehabilitation (VR) Services Program. Initiated in fall 1992, the study has tracked VR participation and post-VR experiences of applicants to and consumers of VR services (n=8,500) for up to 3 years following exit from…