Despite increased attention by policymakers to improve postsecondary employment outcomes, rates of entry into the competitive workforce for transition-age youth with disabilities continue to lag behind those of their peers without disabilities. The passing of the U.S. Workforce Innovation and Opportunity Act of 2014 provided increased…

The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's…

Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal…

Most recent data confirms that the transition and learning "gap between youth and young adults (ages 14-24) with and without disabilities remains significant despite decades of federal and state legislation intended to improve education and employment opportunities" (Cheng & Shaewitz, 2020, p. 28). Researchers have highlighted that…

Transitioning away from high school to postsecondary life can be a complicated process for any young person. This process can be made more difficult for students with disabilities if options are not put in place before they leave high school. This is where the transition process becomes an important development to help guide students with…

In this preregistered study, we confirmed a transition-planning construct and determined its relationship with an established economic-hardship construct using parent- and youth-reported data from the National Longitudinal Transition Study 2012 and following established quality indicators of preregistered secondary data analyses studies.…

The Universal Design for Learning (UDL) framework can be applied to a variety of instructional contexts and activities, and individualized education program (IEP) meetings are one such context. The primary principle of the framework is to provide teachers with guidelines for designing and implementing instruction that can be adapted to meet the…

College and career readiness is crucial to success in postsecondary education, employment, and independent living. The College and Career Readiness for Transition (CCR4T) assessment is valid and reliable and can assist in transition planning for students with disabilities. The CCR4T assessment was designed for planning with students with and…

As a speech-language pathologist (SLP) who knew few d/Deaf people and had little knowledge of the Deaf community, Sara Burgan, co-author of this article, reports experiencing firsthand ways in which the field of speech-language pathology has promulgated areas of weakness in the education of SLP professionals, too often resulting in a mismatch in…

Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly…

The Individuals with Disabilities Education Act emphasizes that students and parents are equal partners in the individualized education program (IEP) process, including planning for transition to postsecondary education, employment, and community living. This is especially important for English learners (ELs) with disabilities, yet little is known…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…