Federal and state guidelines on when students with disabilities should become more active in their own special education are notoriously vague, often leaving many school districts across the United States to their own interpretations on the appropriateness of when and how to do so. This is especially pertinent for younger students with…

Adults with disabilities are more likely than their non-disabled peers to struggle with self-advocacy after graduating from school, as they are less likely to have the skills or knowledge necessary to communicate their needs, access services, or exercise their rights in communities and workplaces. Special Education transition programs are…

Students with disabilities attend college at higher rates than they have in previous years; however, students with disabilities do not graduate from college at the same rate as students without disabilities. This mixed method study, guided by the Social Change Model of Leadership theoretical framework, examined the transition of six students with…

This literature review discusses the importance of proper transition support for students in special education and the correlation between their postsecondary success. The transition from K-12 to postsecondary education is essential to student success after graduating from high school and completing higher education programs. Students who need a…

All students, no matter their ability or disability deserve equal opportunities, equity in programming and practices, and opportunity to reach their full potential. No child should be held back from achieving their goals due to lack of appropriate programs and services provided by schools. Unfortunately, this is not often the case. What is…

The presented challenge in education revolves around the effective utilization of differentiated and individualized instruction by special education teachers, aiming to address the unique needs of students with learning disabilities. This study's purpose was to identify ways to use these instructional methods to develop methods that create better…

According to the National Center for Education Statistics (Raue & Lewis, 2011), students with disabilities (SWD) attend postsecondary education at rates similar to their peers without disabilities. However, graduation rates from postsecondary educational settings for SWD are disparate from those of their counterparts without disabilities.…

The purpose of this study was to determine the antecedent conditions that contribute to post-secondary education (PSE) completion for students with disabilities, taking into account institutional experiences associated with social integration. A prospective longitudinal design was used to analyze data from the National Longitudinal Transition…

The number of students with disabilities arriving on college and university campuses is increasing. Of those students reporting a disability, over half of them state they have a learning disability. Unlike high school, the burden is on the student in college to demonstrate the need for services and communicate this need to the institution in a…

Transitioning in to adult-hood as a special needs youth can be a challenging experience for both disabled youth and their families. IDEA 2004 legislation mandates all special needs individuals receive skill development in the areas of self-determination, self-advocacy, employment, adult service agency access and independent living. School…

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…

Given their dismal postschool outcomes, students with emotional and behavioral disorders (EBD) are in dire need of effective methods to increase their involvement in the transition process. It is believed that through this increased involvement, students with EBD may have greater opportunity to realize success in their postschool endeavors. This…

As educational professionals strive to help students become efficient and effective learners, they must assist in the development of student learning strategies and a greater understanding of the learning process. The purpose of this study was to analyze and compare the learning pattern preferences of middle and high school students in general…

This study utilized a mixed-methods approach to explore the relationship between the implementation of recommended transition education practices and perceptions of administrative support of transition education. Utilizing a web-based survey, I surveyed 120 secondary educators across Oklahoma to determine the extent to which they reported the use…

Reintegrating students with emotional and behavioral disorders from alternative school settings to the mainstream school environment presents significant challenges. Students are frequently unsuccessful when they return to home districts. Most researchers address the problem in a variable-centric manner, and explore specific student, teacher,…