This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

Although the college and career readiness movement has propelled schools to further include all students into academic-based courses, students with disabilities continue to need instruction in skills needed for a successful life after school. Research has indicated that it is possible to design instruction to help students acquire skills in both…

The three common themes are emerging from recent research on positive approaches to adult transitions for youth with disabilities. The first theme acknowledges that a person's condition is only one factor that influences the developmental process of transitioning into adulthood; the second theme addresses the complexity of the numerous…

This issue brief is focused on policies and practices that improve college and career readiness by strengthening the transition from high school to postsecondary education. The brief is largely based on a February, 2009 American Youth Policy Forum (AYPF) field trip to Indiana, and details the cross-system efforts implemented to help more of the…

This paper reports on a study that explored issues of curriculum continuity at the school to university level transition in Malawi. It bases its analysis on the school integrated science curriculum and university science and technology programmes. Data were collected through interviews, documentation and classroom observations. The findings show…

P-16 initiatives across the nation, with the endorsement of the National Governors Association, are striving to create a seamless education system from preschool through college graduation. P-12 and postsecondary educators are being asked to collaborate on a much deeper level. These efforts are rooted in the belief that "today's education system…

The West Virginia Early Childhood Transition Initiative is an interagency systems change effort started in 1993 to develop a seamless system of service for children, ages birth to 5 years. The initiative's training and technical assistance component is known as Operation Tadpole. A state level steering committee coordinates the initiative on an…

Recognizing that children who experience continuity as they enter formal education are more likely to sustain their earlier gains than children who do not experience continuity, this document provides guidelines for preschool, Head Start, and elementary teachers and administrators on transition procedures. An executive summary begins the document.…

Describes a framework supporting continuity in early childhood and in turn smoothing young children's transitions, including transition to elementary school. Model's elements are families as partners, shared leadership, comprehensive and responsive services, culture and home language, communication, knowledge and skill development, appropriate…

This article focuses on the transition that children make from the outdoor area in the Foundation Stage to the school playground in Key Stage One. With the recent emphasis on outdoor learning in the Foundation Stage it looks at the way in which one school has attempted to overcome discontinuity in learning between key stages by making learning…

Discusses the introduction of languages other than English (LOTE) into primary schools in Australia, focusing on curriculum planning, classroom methodology, and student transition from primary to secondary language programs. Emphasizes the need to break down the barriers between primary and secondary second language instruction. (15 references)…

Describes the development of a Head Start-public school partnership in Oregon from space sharing and mutually planned activities to coordinating a seamless transition between programs. Focuses on the joint use of the First Steps reading, writing, spelling, and oral language developmental continuums. Concludes that the newly articulated curriculum…

This report has two aims: (1) to stimulate discussion on issues, strategies, and possible activities at the international level relevant to the links between early childhood development and education and primary education; and (2) to gather additional ideas and information on relevant experiences and structures, to be included in a more…