Reentry, also referred to as transition, is a critical component in preparing at-risk youth in juvenile justice facilities for successful postrelease outcomes. However, successfully preparing these youth for reentry into the community and back to traditional K-12 schools is still difficult for many justice facilities. With the continued calls for…

Students with emotional and behavioral disabilities (EBD) continue to have poor transition outcomes despite the continued advancement of evidence-based transition planning practices. Strategies tailored to the specific needs of students with EBD must be researched and disseminated to practitioners. A social capital approach to transition planning…

This article provides a systematic review of the literature related to college transition programs for students with autism. It addresses how individual programs themselves, as well as associated research, can be enhanced to accommodate the needs, identities, and pathways of individual students with autism more effectively. Methods entailed…

In this practice brief, we describe several current examples of approaches that are aimed at improving outcomes for students entering high school. Additionally, we present strategies to disrupt the negative trajectory for students with EBD, who seldom receive coordinated, individualized supports during the critical transition from middle to high…

The purpose of this study was to identify evidence-based practices (EBPs) for teachers of students with disabilities. A review of 13 trustworthy websites yielded 61 EBPs relevant, as determined by this author, to teachers of students with disabilities. The EBPs were organized into six categories: schoolwide framework, literacy instruction, math…

For typically developing adolescents, Piaget (1932/1965), Kohlberg (1971), Vygotsky (1935/2011), and Erikson (1964) described key transitions as having happened naturally as the child aged. In adolescents with visual impairments, key transitions are often reached much later than are developmentally appropriate due to the lack of specific…

Special education teachers are mandated to implement supports and services for students with an intellectual disability so that they can successfully transition into the adult world. However, special education teachers often have difficulty focusing on teaching the necessary transition skills for success due to balancing other curricular demands.…

This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing…

Suppose that you read about a low-cost, evidence-based program that boosts overall school achievement by 11 percentile points while improving school climate, student behavior, and teacher satisfaction? You might be somewhat skeptical, but you'd likely be intrigued. Such an approach exists, writes school psychologist John E. Desrochers:…

Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to…

Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to…

This article investigates the impact of transitions upon pupils aged 11-14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress…

There are limited school counseling resources that address the unique post high school transition issues faced by students with High-functioning Autism Spectrum Disorder (HASD). While many school counselors have excellent skills in assessment, advising, and career planning, it is worthwhile to expand these to include working with students with…

The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process for students with Attention Deficit/Hyperactivity Disorder (ADHD) from secondary to postsecondary institutions. Participants from 408 postsecondary institutions completed the…

Traumatic brain injury (TBI) is characterized by a blow to the head or other penetrating head injury resulting in impairment of the brain's functioning. Despite the high incidence of TBI in adolescents, many educators still consider TBI to be a low-incidence disability. In addition, school personnel often report receiving little to no pre-service…