Historically based systemic oppressions have exacerbated disparities in post-school outcomes among youth with disabilities transitioning to adulthood. Using a community action research (CAR) approach, the Disability Champions Mentoring Network was founded in the United States by a community of diverse stakeholders to address inequities in…

Despite federal laws mandating services to support their postsecondary transitions, students with disabilities overall pursue less continued education and vocational training and get fewer jobs than their peers without disabilities. To enhance outcomes for students with disabilities after they exit high school, this article describes how state…

Students with disabilities face many difficulties in their transition to adulthood and are therefore supported by various individuals or organisations. Hence, a collaboration between family, school, health, and social services as well as other services is needed throughout this process. This narrative review aims to highlight important components…

With early student-centered transition planning and interagency collaboration efforts, schools can be better equipped to prepare students with specific learning disabilities for effective transition to post-school environments.

Background: Although studies have long identified the practices that must be included in transition programmes to improve the outcomes for young people with intellectual disabilities when becoming adults, less information is available regarding the degree to which those best practices are being developed and/or implemented. Materials and methods:…

One important aspect of special education research that makes it complex is the variability of the disability categories being studied. This study used the context of Individualized Education Program (IEP)/transition planning and National Longitudinal Transition Study 2012 (NLTS 2012) student and parent survey items associated with this context to…

The problem addressed in this study is that students with disabilities are improperly prepared for postsecondary college and career outcomes. The purpose of this qualitative single-case study was to gain insight into the experiences of current and past teachers and transition service providers of students with disabilities, specifically regarding…

Reentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth's return to the community. The purpose of this study was to gain a better understanding from stakeholders' perspectives, based on experience, to identify challenges and facilitators to support young offenders' reengagement in…

The purpose of this study was to explore reasons why adolescent youth from foster care and in special education, including those who are newly emancipated from the foster care system, have difficulty transitioning into independent living. The study was guided by one research question: What difficulties do students who receive special education…

The National Technical Assistance Center on Transition's (NTACT) Competitive Integrated Employment (CIE) Toolkit was developed in accordance with the requirements of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by the Workforce Innovation and Opportunity Act (WIOA) and the Individuals with Disabilities Education Act (IDEA) as a…

More than 725,000 of California's K-12 students qualified for special education services in 2018-19, but they entered a system that is often ill equipped to serve them. This brief summarizes the findings from 13 research publications produced as part of the PACE Policy Research Panel "Special Education: Organizing Schools to Serve Students…

This supplementary document supports the Council for Exceptional Children's (CEC) Secondary Transition Position Statement by providing definitions of terms for students and youth with disabilities, as well as definitions related to: (1) Career Development; (2) Employment; (3) Collaborative Systems; (4) Student Skills; and (5) Policy. [For…

Transition from secondary school to postschool life, education, and employment can be difficult for young people who are deaf or hard of hearing (DHH). This population's postschool outcomes, particularly in employment, continue to lag behind those of the general population. The transition education, planning, and practices that these students…

Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand…

Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand…