Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are…

There's broad commitment to ensuring that all high-school graduates are college- and career-ready, but heated debate about the best means of achieving that goal. The big question is, how can schools both respect the diversity of students' interests and ambitions and set a high bar for all? In this forum, two longtime advocates of high…

Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological…

Recently, consensus among researchers and professionals has emerged about factors that contribute to postschool success of youth with disabilities. Prominent among these factors are targeted academic preparation, family involvement, youth empowerment, and service collaboration and linkages. Work experience and paid employment have been identified…

On July 17, 2008 the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) awarded a contract to the American Institutes for Research (AIR) to assist OVAE in conducting a descriptive study of instructional and programmatic practices that support the transition of English language learners (TELL) from English as a second…

This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework.…

A vocational transition model for disabled youth focuses on three stages: (1) school instruction (functional curriculum, community-based education), (2) planning for the transition process (involving parents and adult service representatives), and (3) placement into meaningful employment. (CL)

The essay critically examines the transition model proposed by the Office of Special Education and Rehabilitation Services and summarizes a recent study of secondary special education, focusing upon needed improvement. Recommendations are offered for modifying the basic model of transition, and for improving high school programs as foundations of…

A comprehensive intervention model for learning disabled (LD) students is described in terms of curriculum aspects (tutorial approach, basic skills remediation approach, compensatory approach, and strategies approach), communication to coordinate all the individuals interacting with LD students, transition, and evaluation. (CL)

Examines the problem of transition for disadvantaged students from secondary vocational programs to postsecondary programs, and recommends several components for a proposed system which may facilitate better transition. (CT)

The article explores collaborative consultation as a model to facilitate the transition from school to community and employment settings of disabled persons. Provided are a rationale, an overview of collaborative consultation, consideration of advantages of the triadic model of consultation, and a description of professional roles and…

One of a series of monographs on specific topics in the transition of students with disabilities, this publication focuses on student-focused conferencing and planning. An introductory chapter defines terms, considers who can use student-focused conferencing and planning, summarizes relevant research, and identifies essential ingredients and…

Nine model transition programs for students with learning disabilities were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and…

This document describes the concepts and policies guiding the Office of Special Education and Rehabilitative Services (OSERS) in programming for services in the school to work transition. Underlying assumptions address the complexity of post-school services, the focus on all students with disabilities, and the goal of employment as an important…

This paper summaries a study on the participation of 10 students (ages 18-21) with developmental disabilities in the transition from school to work using the Whole Life Planning model. Data included observations of organizational and planning meetings and structured interviews with the students, parents, and facilitators. Analysis resulted in the…