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Yu-Jung Hsieh; Wei-Sho Ho; Shu-Jou Sun – Journal of Applied Research in Intellectual Disabilities, 2025
Background: Parents play a key role in the transition process of their children. After high school students with intellectual disabilities leave the school system, they need the cooperation of schools and families to ensure successful employment and independent living. Methods: A case study was conducted in a Taiwanese high school special…
Descriptors: Foreign Countries, Parent Role, Students with Disabilities, Intellectual Disability
Ira M. Gansler – ProQuest LLC, 2023
Education for individuals with disabilities is complicated by a lack of access to educational services, partly due to the gaps created by different policies meant to provide equal access to services in high school and college. The purpose of this generic qualitative study is to explore the perceptions of college students with disabilities as they…
Descriptors: Students with Disabilities, College Students, Student Attitudes, Transitional Programs
Olivia R. Hester; Kristine Jolivette – Journal of Correctional Education, 2024
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…
Descriptors: Reentry Students, Juvenile Justice, Correctional Institutions, Institutionalized Persons
Andie Reynolds; Sharon Boateng; Martha Akello; Sandra Nanyunja; Brooke Atherton El-Amine; Apollo Mulondo; Michael Gallagher; Jean-Benoit Falisse; Georgia Cole – Journal of Interactive Media in Education, 2025
Uganda currently hosts approximately 1.7 million refugees (93% fully registered refugees, 3% asylum seekers and 4% stateless persons), the most in sub-Saharan Africa. Most refugees come from South Sudan (57%), Democratic Republic of Congo (32%), Burundi (3%), and Somalia (3%). Refugees largely live in rural based settlements within 12 districts…
Descriptors: Foreign Countries, Cooperative Learning, Refugees, Transitional Programs
Siming Zhang – ProQuest LLC, 2023
The purpose of this study was to investigate the satisfaction of international graduate students at private, religion-based universities. The study was conducted with international graduate students at three private, religious-based universities in the Midwest. An explanatory sequential mixed-method design was utilized and data were collected via…
Descriptors: Graduate Students, Foreign Students, Private Colleges, Religious Colleges
John Goodwin; Eileen Savage; Aine O'Donovan – Journal of Adolescent Research, 2024
The aim of this study was to explore perceptions of mental health services from the perspectives of adolescents with no prior service experience. Thirty students in the Transition Year (fourth year) of secondary school participated in this study: 22 females and 8 males, aged 15 to 16. There was equal distribution across rural and urban settings.…
Descriptors: Secondary School Students, Transitional Programs, Mental Health, Student Needs
Cage, Eilidh; James, Alana I.; Newell, Victoria; Lucas, Rebecca – European Journal of Higher Education, 2022
The transition out of university can be a challenging time for undergraduate students, especially those with mental health conditions (MHC). Student mental health is a global concern, and metrics indicate lower employment rates for graduates with MHC. Little is known about the expectations and experiences of these students regarding this…
Descriptors: Undergraduate Students, Mental Disorders, Students with Disabilities, College Graduates
Jessica D. Osborne; Olivia Melvin; T. R. Parlier; E. Gray Flora IV; Yasmin McLaurin – Learning Assistance Review, 2024
This study provides a template for and impact from an Asset, Capacity-Based (Altschuld, 2015) needs assessment focused on undergraduate student success. The purpose of this study is: (1) to provide a template and foundation for institutions to follow in gaining a depth of understanding of student needs and assets, as well as institutional…
Descriptors: Student Needs, Needs Assessment, Program Development, Program Evaluation
Yeager, Kristopher Hawk; Morgan, Joseph John; Brown, Monica R.; Higgins, Kyle; Jackson, Iesha – Career Development and Transition for Exceptional Individuals, 2021
A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent…
Descriptors: High School Students, Emotional Disturbances, Behavior Disorders, Transitional Programs
Accardo, Amy L.; Kuder, S. Jay; Woodruff, John – Autism: The International Journal of Research and Practice, 2019
This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g.…
Descriptors: Autism, Pervasive Developmental Disorders, Academic Support Services, Academic Accommodations (Disabilities)
Maria A. Castro Barajas – ProQuest LLC, 2021
Summer Bridge Programs (SBP) provide students with academic and social resources that build a support network to facilitate college transition, yet research has focused on quantitative studies. The purpose of this study was to identify how the Summer Bridge Program (SBP) at a predominantly white university (PWI), CU Boulder, helps Latinx…
Descriptors: Hispanic American Students, First Generation College Students, Transitional Programs, Summer Programs
Williams-Klotz, Denise N.; Gansemer-Topf, Ann M. – Journal of The First-Year Experience & Students in Transition, 2017
This study summarizes the qualitative findings from a multi-institutional study about the college transition experiences of military and veteran students, specifically students' articulation of their needs. Findings reveal (a) a lack of inprocessing, (b) need for community, and (c) institutional invisibility. Using the Student Veteran Transition…
Descriptors: Military Personnel, Veterans, Veterans Education, College Students
Nese, Rhonda N. T.; Santiago-Rosario, Maria Reina; Triplett, Danielle; Austin, Sean C. – Center on Positive Behavioral Interventions and Supports, 2021
In this practice brief, we explore feedback from a group of eighth and ninth grade students, families, and educators on what has been challenging, what has been missing, and what is needed during the transition from middle to high school for students with emotional and behavioral disorders. We also discuss the process for gathering stakeholder…
Descriptors: Grade 8, Grade 9, Transitional Programs, Emotional Disturbances
Navarro, Jorge E. – ProQuest LLC, 2018
The purpose of this study was to investigate the experiences of students with Level I Autism Spectrum Disorder (ASD) who were involved with transition planning which resulted in ongoing services after high school. This study sought to understand student and parental perspectives of the value and impact of the facets of transition planning.…
Descriptors: Autism, Pervasive Developmental Disorders, Transitional Programs, Planning
Chen-Ya Juan; Penny L. Cantley; James Martin; Brad Mays – Journal of the American Academy of Special Education Professionals, 2020
Requesting accommodations in postsecondary settings requires students to understand their disabilities and needs and describe those needs to higher education faculty and staff. Young adults often have limited accurate knowledge and understanding of their abilities and disabilities. This qualitative study used in-depth semi-structured interviews to…
Descriptors: College Students, Students with Disabilities, Self Concept, Student Characteristics