Individuals with intellectual disability (ID) are less likely to have positive transition outcomes after high school than students without disability. Even though legislation mandates that students with ID receive person-centered transition services during high school to support engagement in the desired quality of life post-high school,…

Families are now an undeniable part of prospective students' college search process. As American higher education stands at the precipice of profound demographic shifts, colleges and universities must reexamine how they engage not just prospective students, but their families as well. In collaboration with Ardeo and CampusESP, RNL collected and…

Parents and guardians are the biggest influencers on enrollment for students. Nearly all are invested and involved in the college search process with their students. But are colleges and universities really engaging them? Are they communicating the right information, with the right frequency, across the right channels? Are they helping families…

Attention to the educational programming of secondary students with mild intellectual disability has declined in recent decades, although the need for the attention has not, particularly when considering the postschool outcomes of this population. This paper discusses the current state postschool outcomes and secondary education services for…

Transition planning and processes can greatly influence the quality of schooling transitions for students with learning disabilities. Student-focused planning and family involvement are two integral components of transition planning that do not always receive the emphasis that they deserve. The educational transitions of one student are examined…

The researchers examined the theoretical factor structure fit and psychometric properties of the Transition Assessment and Goal Generator (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor…

The purpose of this article is to explore what college planning practices or demographic characteristics are associated with confidence in degree completion for college students with disabilities. A survey was used to gather retrospective data from undergraduate students with disabilities registered with a disability services office at a large…

The purpose of this publication is to provide guidance to Minnesota CareerForce youth development professionals on how to intentionally integrate the Guideposts for Success framework into the Individualized Learning Plan (ILP) model. Developed by PACER Center for Minnesota's Partners for Youth Disability Employment Initiative (DEI), this guide…

The School Health Profiles (Profiles) is a system of surveys assessing school health policies and practices in states, large urban school districts, and territories. Profiles surveys are conducted biennially by education and health agencies among middle and high school principals and lead health education teachers. Profiles monitors the current…

Researchers have found that middle school students undergo developmental changes that require unique educational structures and support. As a result, experts have suggested a number of specific strategies for organizing middle schools in order to best meet students' needs. This Information Capsule summarizes middle school redesign initiatives that…

This researcher addresses whether transition planning with classified special education students is being implemented in accordance with the Kohler model for successful transition programming. Using archival data obtained from two high schools, one with a specialized on campus program (School A) and the latter as an excluded site specializing in…