The use of peer support arrangements can be an effective strategy to improve educational services for students with disabilities, including those with autism spectrum disorder (ASD). When developing peer support arrangements, secondary teachers should consider aligning these services with evidence-based predictors of positive postschool outcomes…

An increased focus on expanding and synthesizing the transition evidence base, while important, should be supplemented with research highlighting the lived experiences of young adults with disabilities as they move from high school to adult roles. This study documents the experiences of four successful college students with varied disabilities…

The purpose of this study was to evaluate if the use of a self-advocacy strategy, with high school students identified as having a mild cognitive disability, would increase student use of self-advocacy skills across multiple school settings. Participants in the study were also identified as participating in at least one general education class at…

Transition services for secondary students with disabilities are defined by the Individuals with Disabilities Education Improvement Act (IDEA) as a coordinated set of activities contained in a results-oriented process to improve educational and functional outcomes. The most popular strategy used to prepare secondary students with high-incidence…

Students with disabilities are significantly underrepresented in the nation's community college population for multiple reasons. These include low expectations, poor high school preparation and transition planning, lack of communication or support services, and ineffective or poor support from school services personnel and faculty. This paper…

Although research indicates a trend toward increased representation of students with psychiatric disabilities in postsecondary education, the experiences of these students tend to be marked by academic failure and social isolation. However, the existing qualitative and quantitative research on this student population largely excludes the…

This study assessed the services provided to students with disabilities in 30 postsecondary education institutions across New York State. Results indicated that while respondents urged high schools to encourage college-bound students to advocate for themselves, the most frequent types of service provided by colleges did not promote autonomy.…

This paper describes the drama component of Project Access, a transitional 4-week summer program for students (ages 15 to 18) with disabilities at Howard County Community College (Maryland). Emphasis is on development of self-advocacy skills through a variety of exercises and performance activities. Participating students have demonstrated growth…

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 paper discusses the development of the Basic Skills Model, a theoretical framework that has enabled North Carolina educators to propose to the Department of Public Instruction the development of a curriculum for high school juniors and seniors with disabilities. The curriculum is designed to enable students to gain the necessary skills to…

This article describes an integrated services transition model for individuals with disabilities that promotes self-determination with three phases: (1) assessment; (2) planning; and (3) strategy implementation. Self-determination opportunities in transitioning from school to adult life are identified. The article emphasizes the importance of an…

Designed for students with disabilities, this publication outlines the steps needed for successful transition from high school to college and beyond. The guide urges students to find out about institutional entrance requirements, maintain a high grade point average, take pre-college examinations, take care with college applications, find financial…

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…

The Steps to Self-Determination curriculum model focuses on knowing oneself, valuing oneself, planning, acting, experiencing outcomes, and learning. It has been tested with 77 high school students having a variety of disabilities. Two related scales have also been developed: the Self-Determination Observation Checklist and the Self-Determination…

A preliminary evaluation of a recently developed multicomponent educational and support program for enhancing the self-determination of youth with disabilities found that participating students (18 young adults with mental retardation) in the classroom-based competency building sessions demonstrated improved choice-making, interpersonal problem…