This study leveraged the knowledge and experiences of youth with disabilities, their families, and transition stakeholders to model how the frequency of family engagement activities and services and employment preparation activities and services predict the frequency of youth development activities and services. This information was obtained…

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,…

Special education transition planning services are intended to facilitate an effective segue from education services provided in the high school to adult life. This transition can be especially problematic for students who have severe disabilities and their families. In addition, methods used to assess the effectiveness of transition planning for…

This study surveyed 77 special education teachers currently instructing elementary aged students diagnosed with Autism Spectrum Disorders to determine the extent of evidence-based practices utilized within public school programs. In addition, the survey examined the pre-service and on-going training these teachers receive to prepare them to…

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…