This article reflects on the experience of applying a person-centred approach to promote organisational change in an educational context. A detailed example is drawn from a Planning Alternative Tomorrows with Hope (PATH) process with a group of school staff. The article considers existing research into person-centred approaches and explores key…

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from…

Background: Research suggests that, in spite of legislation, the process of transition from school is problematic for most young people with disabilities. Best practices in transition emphasise the importance of providing personalised transition supports. This study, which took place in Ireland, aimed to explore the application of social role…

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…

Youth with autism spectrum disorder (ASD) have poor post-secondary outcomes, including those with high-functioning ASD (HFASD), who do not have intellectual disability. Special education services for youth with HFASD often focus on academic outcomes rather than preparing students for negotiating other aspects of adult life. This scoping review…

This paper investigates the transition experiences of students with intellectual disability, as they move from primary to secondary school in New South Wales, Australia. Employing a multiple case study approach, the authors investigated the transition from the perspective of the students experiencing it. During the study, ten students with mild to…

Much has been written about the challenges of effective transition planning (e.g., Cavendish & Connor, 2018; Landmark etal., 2007; Luft, 2015). In this article, ways to mitigate some of these common challenges are provided, including low or passive student and family involvement, unresponsiveness to family culture, poor communication between…

Distance education services are an effective way to meet the needs of students with disabilities, but few special educators get the preparation they need to conduct high-quality instruction remotely. All the fundamentals are in this one-of-a-kind guide, the first dedicated book on distance learning for special educators. With contributions from…

The Second Chance Act and the Individuals with Disabilities Education Improvement Act encourage juvenile justice personnel to collaborate with not-for-profit organizations, employers, and community schools to provide incarcerated girls with disabilities transition support to reenter their community after incarceration. The "Career and College…

This is a brief overview of the complete findings shared in the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 2, 2021-2022). Information is provided about the TPSID (Transition and Postsecondary Programs for Students with Intellectual Disability) projects including program characteristics, student characteristics,…

Assisting students with learning support needs requires a collaborative approach to educational planning and the development of a multi-dimensional profile of the student. However, developing such a profile can be difficult when information is gathered from multiple sources, culturally-relevant information is not included, and incongruent or…

Applying to university can be an anxiety-provoking time for many autistic students, though enrolment can be increased by actively involving them in transition planning. We provide an evaluation of a transition to university pilot programme (Autism Summer School) for autistic students (16-19 years) who are seeking to apply/attend university. The…

Objectives: The purpose was to investigate effects of an in-service training for secondary special education teachers in Turkey. The study was to serve as an initial analysis of the basic knowledge of educators about transition mandates, transition planning and components of quality goals. Methods: Twenty-two teachers of students with DD completed…

Background: Students with intellectual disability often do not receive holistic sex education, which is critical for their successful transition to post-school life, including having an ability to make healthy choices about their sexuality and relationships. The aim of this inclusive research study was to explore the perceptions and experiences of…

The ability for students with visual impairments to perform independent living skills is essential for the successful transition from youth to adulthood. Although independent living skills are required to be taught by the teacher of students with visual impairments (TVI) in the expanded core curriculum (ECC), many of these skills are introduced as…