Transition Research

In this Data Blitz session at CEC LIVE 2021, Clare Papay and Meg Grigal shared initial results of a study from the Moving Transition Forward project. The transition experiences of youth in CBTS programs are malleable: that is, these are programmatic factors that can be changed or modified by college/university or school district partner staff to support youth to achieve successful postschool outcomes. The findings of this research highlight several ways in which CBTS programs provide strong transition programming.

How can educators and families better support students with disabilities to begin their college journey ready for success? This presentation by Meg Grigal and Clare Papay at the CEC 2021 conference describes how to support high school students with disabilities to cultivate foundational skills; access needed academic supports; and develop 21st century skills using technology for communication, navigation, and social connections.

This presentation, delivered virtually for the 2020 DCDT Annual Conference, is the first presentation in a series from the Moving Transition Forward project, which will examine the composition and impact of existing transition practices via secondary analysis of two national datasets: NLTS 2012 and TPSID data. 

This study was an evaluation of the i3 Development grant, Think College Transition (TCT), an inclusive dual enrollment transition model to improve achievement and post-school outcomes for students with intellectual disabilities or autism (ID/A). The model offers an innovative approach to transition services for students with intellectual disabilities and autism by providing participation in inclusive academic and social environments of a college campus with same-aged peers rather than continuing to receive transition services in typical high school environments.

In this webinar, staff from the Think College Transition project share information and new resources that resulted from a 4-year collaborative project with three inclusive dual enrollment partnerships.

This online research summit focuses on evaluating the impact of college-based transition services for students with intellectual and developmental disabilities, featuring presentations by Caroline E. Parker, Ed.D., Principal Research Scientist, and Rebecca Schillaci, Research Associate, both of the Education Development Center, and Maria Paiewonsky, Ed.D., Project Coordinator, Ty Hanson, Postsecondary Ed Specialist, and Odgerel Dashzeveg, doctoral student, all of Think College. Presentation handouts and a recording of the summit are available for download.

Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education.