Beginning your college education means you'll be exploring a new place, making new friends, learning new things and setting your own priorities. You are going to face a lot of big changes in a short time. That's exciting--and challenging. The more prepared you are for college when you get there, the more ready you'll be to address these new…

This paper discusses strategies for school personnel when preparing students with learning disabilities (LD) for a successful transition from high school to college. Some of the 10 strategies discussed are: teaching students about compensatory strategies; teaching students to self-advocate; teaching students about the law; helping students select…

Provides an operational definition of self-advocacy as it pertains to adolescent and adult learners with learning disabilities in postsecondary settings, describes model high school and college programs that teach self-advocacy skills, and discusses important follow-up and support activities essential to the effective use of these skills.…

This brief report applies research on self-determination to suggestions for helping students with disabilities make a successful transition from school to adult life. First, it defines the concept of self-determination and considers how self-determination is learned. It summarizes research supporting the view that self-determination in high school…

This article reviews employment provisions of the Americans with Disabilities Act of 1990 and concludes that, to take advantage of the law's provisions, youth with learning disabilities who are making the transition from school to employment need to be prepared in the areas of self-knowledge, knowledge of specific jobs, and self-advocacy. (DB)

This article defines self-advocacy, examines differences between high school and college settings, describes key components in a college-based self-advocacy curriculum, and highlights the primary responsibilities that students with learning disabilities face in making self-determination a reality in college. (DB)

This guide discusses the processes involved in helping students with cognitive disabilities such as mental retardation find and keep a job. Following an introduction, the guide discusses the types of employment available for these youth and young adults in competitive and supported employment settings. The following section looks at the roles of…

This issue presents nine articles which address identifying, pursuing, and obtaining postsecondary training and employment by youth with disabilities. It discusses how families and professionals can help young people develop important self-determination and self-advocacy skills. It also introduces adult service systems to aid in obtaining…

Issues are discussed in the transition of students with learning disabilities from high school to employment or postsecondary education, focusing on the importance of providing instructional and counseling services to help students become self-sufficient, independent thinkers who can self-advocate and be responsible for their actions. (Author/JDD)

The purpose of this guide is to assist those involved in the transition planning process to help students with disabilities achieve a smooth transition from school to adult life. The guide addresses topics that deal with the preparation of students with disabilities as they leave high school. The guide's eight chapters deal with: (1) defining…

The purpose of this guide is to assist those involved in the transition planning process to help students with disabilities achieve a smooth transition from school to adult life. The guide addresses topics that deal with the preparation of students with disabilities as they leave high school. The guide's eight chapters deal with: (1) defining…