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Landmark, Leena Jo; Stockall, Nancy; Cole, Corinna Villar; Mitchell, Vickie J.; Durán, Jaime B.; Gushanas, Christina M. – TEACHING Exceptional Children, 2022
Much has been written about the challenges of effective transition planning (e.g., Cavendish & Connor, 2018; Landmark etal., 2007; Luft, 2015). In this article, ways to mitigate some of these common challenges are provided, including low or passive student and family involvement, unresponsiveness to family culture, poor communication between…
Descriptors: Transitional Programs, Early Childhood Education, Postsecondary Education, Student Participation
Bason, Louise – Educational & Child Psychology, 2020
Many professionals and families have expressed enthusiasm about annual reviews that implement a person-centred philosophy. Person-centred planning (PCP) has been perceived to facilitate a transition process, as well as supporting the key features of pupil involvement and family participation. This paper focuses on the way in which person-centred…
Descriptors: Participative Decision Making, Special Schools, Student Participation, Family Involvement
Strnadova, Iva; Cumming, Therese M.; Danker, Joanne – Australasian Journal of Special Education, 2016
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…
Descriptors: Foreign Countries, Intellectual Disability, Autism, Pervasive Developmental Disorders
Shogren, Karrie A.; Plotner, Anthony J. – Intellectual and Developmental Disabilities, 2012
To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been…
Descriptors: Mental Retardation, Autism, Transitional Programs, Planning
Stringfield, Sam; Shumer, Robert; Stipanovic, Natalie; Murphy, Nora – International Journal of Educational Reform, 2013
The National Research Center on Career and Technical Education has supported four studies on one of the major components of Perkins legislation: programs of study. In this article, we present qualitative data linking the research center's longitudinal projects based on programs of study, via a one-time cross-case study of sites deemed highly…
Descriptors: Federal Programs, State Surveys, State Programs, Transitional Programs

Unger, Darlene D.; Luecking, Richard – Focus on Autism and Other Developmental Disabilities, 1998
Summarizes features of the 1994 School-to-Work Opportunities Act, describes what states and localities are doing to include youth with disabilities in school-to-work initiatives, and offers recommendations to special educators, rehabilitation professionals, students with disabilities, and parents for increasing the participation of youth with…
Descriptors: Disabilities, Education Work Relationship, Educational Legislation, Federal Legislation

Powers, Laurie E.; Turner, Alison; Matuszewski, Janine; Wilson, Roxanne; Loesch, Constance – Journal for Vocational Special Needs Education, 1999
Interviews with 12 students with developmental disabilities, parents, and educators regarding the transition planning process found most students optimistic about the future, although parents and teachers thought transition planning was incomplete. Strategies to promote student involvement in transition planning were recommended. (JOW)
Descriptors: Adolescents, Developmental Disabilities, Planning, Secondary Education
Timmons, Jaimie Ciulla; Whitney-Thomas, Jean – Research to Practice, 1998
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…
Descriptors: Developmental Disabilities, Education Work Relationship, Individual Differences, Meetings

Nelson, Ray – Journal for Vocational Special Needs Education, 1999
Outlines effective transition strategies used in rural settings that enhance student participation and community participation. Discusses the problems faced by rural states related to participation of students in transition activities and overcoming community barriers to student involvement. (Author/JOW)
Descriptors: Disabilities, Rural Areas, School Community Relationship, Secondary Education

Gliner, Jeffrey A.; Ross, Tara; Duke, Steven; Spencer, Karen C. – Journal for Vocational Special Needs Education, 1999
An evaluation effort that used goal attainment scaling to examine a program designed to promote student involvement in transition activities among secondary students with disabilities. The method was user friendly and consistent with self-determination and resulted in meaningful feedback. Limitations included timing difficulties and lack of buy-in…
Descriptors: Disabilities, Program Evaluation, Rural Areas, Secondary Education

Wheeldon, Robert Sean; Lehmann, Jean P. – Journal for Vocational Special Needs Education, 1999
Describes an existing telementoring project formed between a large computer-based company and a transition class in a small rural high school and provides information about the steps necessary to implement such a program. (Author)
Descriptors: Education Work Relationship, Mentors, Rural Areas, Secondary Education

Powers, Laurie E.; Turner, Alison; Westwood, Dean; Matuszewski, Jeanne; Wilson, Roxanne; Phillips, Amy – Career Development for Exceptional Individuals, 2001
A study investigated the efficacy of an intervention model to promote student involvement in transition planning. The intervention included coaching youth in student-directed planning skills to achieve transition goals, peer-based mentorship and parent support, and in-service education for staff. Participants demonstrated significant increases in…
Descriptors: Disabilities, Inservice Teacher Education, Parent Role, Peer Teaching
National Center on Secondary Education and Transition, University of Minnesota (NCSET), 2004
This publication discusses person-centered planning as a tool for transition. It discusses young people with disabilities and the support systems they need to recognize their individual strengths, interests, fears, and dreams and allows them to take charge of their future. It focuses on how parents, teachers, family members, and friends in the…
Descriptors: Disabilities, Educational Planning, Secondary Education, Parent Participation
Pohl, John A. – Schools in the Middle, 1991
Prospective students and their parents need as much information as possible about a school's programs, staff, administration, and expectations. One Missouri middle school begins its orientation program with a school/PTA newsletter and a coffee for parents of fifth graders. Simultaneously, the middle school works with the local high school to…
Descriptors: Intermediate Grades, Junior High Schools, Middle Schools, Orientation
Whitney-Thomas, Jean; Shaw, Deirdre; Honey, Katherine; Butterworth, John – Journal of the Association for Persons with Severe Handicaps, 1998
This study examined the participation of students with disabilities planning for secondary transitions using person-centered planning processes. Findings suggest that student participation ranged from highly active to nonexistent across the observed planning meetings, with levels of participation influenced by students' conversational style,…
Descriptors: Decision Making, Education Work Relationship, Educational Objectives, Individualized Transition Plans