The post-school transition phenomenon has been examined using educational and vocational viewpoints. However, despite evidence-based practices and policies, individuals with intellectual disabilities (ID) often experience unfavorable outcomes. This population needs a voice in existing literature because it tends to be aggregated with other…

The transition to adulthood can be a challenging time for adolescents with intellectual and developmental disabilities. Its complexity, however, may be magnified for families who have immigrated to the United States. This study examined the transition expectations and experiences of six first-generation, Latino parents and their transition-aged…

This study examined the role of parent expectations and adaptive behavior in predicting outcomes for youth with intellectual disability. A sample of students with intellectual disability were drawn from the National Longitudinal Transition Study-2 for inclusion in this study. Four latent variables were created: demographic factors, adaptive…

Effective transition planning is critical for young adults with disabilities to experience positive post-school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of…

This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple…