Neurodiverse individuals often struggle to successfully transition into young adulthood. The social, cognitive, and organizational requirements of college, employment, and independent living can be challenging for these adolescents as they strive to adapt to new environments. Their diversity presents unique abilities to see the world differently…

What we know about transition-age ELs with disabilities comes from a limited number of studies and reports. These students face multiple obstacles to achieving the benchmarks of post-school success, including coming from disadvantaged socioeconomic backgrounds and having lower academic achievement than other students with disabilities. This study…

Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to U.S. colleges. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the…

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…

With increased emphasis on improved postsecondary outcomes for all students, including students with disabilities, it is critical to extend effective practices identified through rigorous research to the practitioner level. Recent policies and initiatives can feel overwhelming to school staff (i.e., ESSA, IDEA, CCSS), thus there is a need for a…

Students who are blind or visually impaired are attending college at higher rates than ever before but are not achieving comparable academic outcomes to peers without disabilities. The variables that are associated with success in the college context among students who are blind or visually impaired have not been quantitatively examined. In this…

The checklist in this document is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. A team should consider the definition of…