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…

Assets for a Healthy Adolescence - Experiential Outdoor Service Learning (AHA-EOSL) Program, provided by Rocky Mountain Youth Corps-CO (RMYC), engaged 165 youth during summer 2021 in Youth Crews (ages 14-18) who worked together in 8-10 member for two or five weeks while performing meaningful conservation and service projects. RMYC focused on…

Assets for a Healthy Adolescence - Experiential Outdoor Service Learning (AHA-EOSL) Program, provided by Rocky Mountain Youth Corps-CO (RMYC), engaged 165 youth during summer 2021 in Youth Crews (ages 14-18) who worked together in 8-10 member crews for two or five weeks and performed meaningful conservation and service projects. RMYC focused on…

This qualitative descriptive study focused on how high school special education teachers describe the influence of color-blindness ideology on transition plans for Black students with an intellectual disability into the workforce. Transition plans are required for all students that receive special education services at the age of 14 or 16…

In this cross-sectional study, we investigated the multi-level educational intervention among youth in a low-income, remote community in Hawai'i, United States. The program aided with middle schoolers' transition into adulthood through youth-adult partnerships, teen mentoring, and community sustainability. Drawing upon social capital framework, we…

Youth with autism spectrum disorder (ASD) have poor post-secondary outcomes, including those with high-functioning ASD (HFASD), who do not have intellectual disability. Special education services for youth with HFASD often focus on academic outcomes rather than preparing students for negotiating other aspects of adult life. This scoping review…

The ability for students with visual impairments to perform independent living skills is essential for the successful transition from youth to adulthood. Although independent living skills are required to be taught by the teacher of students with visual impairments (TVI) in the expanded core curriculum (ECC), many of these skills are introduced as…

A meaningful curriculum is one that is individualized, inclusive of the individual's unique needs and interests, and focused on building independence in current and future environments. A meaningful curriculum addresses an individual's needs and prioritizes instructional programs based on what is, potentially, most important to their lives and not…

Given the importance of family participation in transition planning, it is essential to understand the concerns parents have for their children with disabilities so professionals can better address family needs and develop strategies to enhance expectations and improve student outcomes. Using results from a national U.S. survey, we examined the…

This study used nationally representative data to describe the prevalence and correlates of work experiences among high school students with autism who received special education. Four in ten students with autism experienced any type of work (community-based, school-sponsored, paid or unpaid) within a given year--significantly fewer than peers…

"What do all youth need to make a successful transition to adulthood?" This is the central question that the Guideposts for Success is designed to answer. Two characteristics set the Guideposts for Success apart from other frameworks and resources pertaining to youth transition. First, it recognizes that youth in the…

Adults with intellectual disability (ID) often have challenges when accessing written text. One promising way to address this is through the use of assistive technology (AT) in the form of text to speech (TTS) software to allow individuals to read aurally, bypassing visual decoding weaknesses. However, little information is available on how to…

Independent living is recognized as a marker of adulthood. For individuals with intellectual and developmental disabilities, however, the need for continued support in completing daily living tasks reduces the likelihood of achieving independence in this domain. Barriers to living independently include increased dependence on family and support…

Video modeling is an effective teaching method for supporting individuals with disabilities to learn various skills. Yet, limited research explores the use of video modeling to teach social skills for employment. The purpose of this study was to examine the effect of video modeling, alone and in conjunction with the system of least prompts, to…

The Department for Education (DfE) has suggested that the key to attainment is a good transition. Within the context of low post-16 participation rates and inadequate transition procedures, and arising from the position that relationships are vitally important to wellbeing, this empirical research aimed to explore the lived experiences of young…