Transition Research

Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction (SDLMI, Wehmeyer, Palmer, Agran, Mithaug, Martin, 2000) to promote self-determination.

The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration.

The study examined parent perspectives of transition for 128 young adults with severe intellectual disability, specifically, parent satisfaction with transition. Results suggested that transition satisfaction is related to young adult, family, and environmental characteristics, with environmental characteristics being the strongest predictors of transition satisfaction.

This article examines mild intellectual disabilities within the context of historical trends, current developments, and future directions in terminology, definition, prevalence, educational environments, and transitional services.

This introduction discusses various reports published within the special issue of Exceptionality focused on transition, including the article about postsecondary education services to students with disabilities and another on postsecondary education transition option for youth with intellectual disabilities.

http://www.tandfonline.com/doi/abs/10.1080/09362830802412125?journalCode...

A survey was conducted with 234 parents of secondary-level students with high- and low-incidence disabilities in two urban school systems about the importance of secondary instructional domains and transition planning and their post-school expectations for their son or daughter.

This paper examines the often overwhelming and confusing process associated with finding and accessing services and supports encountered by students with disabilities in secondary schools as they prepare to attend postsecondary education and/or engage in employment. The white paper presents a description of problems related to coordination and management of services and supports, and the subsequent impact on outcomes for youth with disabilities as they exit secondary schools.

The Point of Transition Service Integration Project was initiated in 1997 in California as a three-year model demonstration grant funded by the Department of Education. The goal of the project was to improve the level of cooperation and collaboration among public schools, the State Department of Rehabilitation, and the State Department of Developmental Services related to efforts assisting students with severe disabilities who are transitioning from school to adult life. This paper presents an overview of that project with a focus on the research questions to which it gave rise.

This paper encourages the reader to envision a future of opportunity and potential for youth with intellectual disabilities. The authors suggest a set of goals to help young adults and their families keep the bar of expectations high. Suggested goals are discussed in depth and include: self determination and self advocacy for successful planning, transition into lifelong learning, self-directed employment success and satisfaction, overcoming the disincentives to work, moving into the neighborhood, financial security, and emerging into adulthood.

The transition challenges discussed are to ensure that (1) students have access to the full range of curriculum options and learning experiences; (2) high school graduation decisions are based on meaningful indicators of learning; (3) students have access to postsecondary education, employment, and independent living options; (4) student and family participation are supported; and (5) interagency collaboration is improved.