Successful delivery of transition services for students with disabilities remains a significant challenge in the developed and developing countries like Botswana as students continue to experience poor post-school outcomes. This study examined teachers' perceptions about barriers concerning the effective implementation of transition practices and…

Postsecondary education participation is crucial for successful transition to employment, consequently leading to self-reliant and productive lives especially for students with disabilities (SWDs). This study was conducted to examine teachers' perceptions of pertinent transition components and the significance of the curriculum in promoting a…

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…

This study investigated the perceptions of teachers of students with autism spectrum disorder (ASD) of special education transition services, specifically transition planning in Saudi Arabia. Two different study populations were recruited and asked to fill a questionnaire. The researcher used descriptive (frequency), inferential (ANOVA [n = 357]…

The purpose of this study was to describe charter school special education teachers' perceptions of their level of preparedness, satisfaction with training, and frequency of implementation of specific transition competencies. Additionally, the study examined administrators' perceptions of preparedness to support the transition process for students…

Students with disabilities are entitled to an effective transition to post-school instruction, community commitment, employment opportunities, and living independently. They may require assistance from educators and parents in order to make that transition as successful as possible (Povenmire-Kirk et al., 2017). In the course of recent decades,…

The purpose of this quantitative correlational study was to examine the relationship between the self-efficacy of secondary special education teachers and their perceived ability to plan and deliver transition services to students with disabilities. It determined if the participant's years of experience, education background, instructional…

The transition to adulthood is a challenging time of major decision-making about education, employment, finances, living situation, and social relationships. Transition planning is vital for youth with autism spectrum disorder (ASD), who are more likely than those without special education needs to encounter challenges with social integration,…

Students on the autism spectrum often require support to navigate transitions from one educational setting to another. This study examined stakeholder perceptions about the transition supports that educators employ to support students on the autism spectrum to transition from one school setting to another. A non-matched Australia-wide sample of…

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 disabilities attend college at higher rates than they have in previous years; however, students with disabilities do not graduate from college at the same rate as students without disabilities. This mixed method study, guided by the Social Change Model of Leadership theoretical framework, examined the transition of six students with…

Coordination of special education prekindergarten (PK) to kindergarten (K) transition programming for children with autism spectrum disorder (ASD) represents significant changes for students within inclusive school environments. The problem addressed by this basic qualitative study involved barriers, challenges, supports, and successes in the…

Special education teachers' varying levels of awareness of evidence-based practices (EBPs) leads to personalizing practices that can be either positive or negative for student learning outcomes. There is a gap in practice in the research literature regarding special education teachers' perceptions of why and how they personalize EBPs to teach…

Successful outcomes for youth with disabilities require collaboration within and beyond the school system. Collaboration ideally includes a range of professionals across school systems, service systems, and communities coming together as part of a "transition network" to support the transition process. Using a quantitative survey of 509…

The problem that was addressed in this study was that students with severe intellectual disabilities (SwSID) enrolled in life skills settings are not receiving adequate transition planning services at local rural public schools in a southwestern state. The purpose of this study was to investigate special education teachers' (SET) perceptions about…