Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents the expert consensus of 58 accomplished scholars in education, psychology, medicine, and the law. Survey responses and empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened; 2) neither ability-achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification; 3) a “third method” approach that identifies a pattern of psychological processing strengths and weaknesses, and achievement deficits consistent with this pattern of processing weaknesses, makes the most empirical and clinical sense; 4) an empirically-validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions; and 5) assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes.

This paper presents the Division on Career Development and Transition's position statement on preparing personnel in transition. The statement is organized into four sections: (a) the broader context for transition personnel preparation; (b) what should be taught: core content in personnel preparation; (c) recommendations for personnel preparation programs; and (d) implications for educational policy, practice, and future research.

Individuals with moderate to significant disabilities experience the most serious challenges in accessing employment and independent living when they exit high school. Therefore, the process of transition assessment conducted in school should be structured to provide relevant information for adult service providers and employers. For individuals with employment and independent living as their postsecondary goals, the Summary of [academic and functional] Performance (SOP) required by the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) can serve as a powerful “passport” that promotes access, accommodation, and self-determination upon exit from school. This article discusses the value and structure of the SOP for individuals with employment and independent postsecondary goals. It provides an example SOP for a student that demonstrates the relevance of formal and informal data as the student makes the transition from high school to employment.

The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) shifted the requirement to initiate transition services from age 14 back to age 16, a change with significant implications for middle school students with disabilities transitioning into high school. This study, based on practices under the Amendments to IDEA 1997 regulations, employed a survey and open-ended interviews to investigate transition practices of special education teachers who instructed eighth- and ninth-grade adolescents with learning disabilities (LD). The study focused on (a) student participation at Individualized Education Program (IEP) meetings, (b) strengths considered in IEP development, and (c) transition service needs focusing on a course of study. Findings demonstrated the significance of self-determination training and its application in the IEP process by the age of 14; reliance on assessments of students' strengths and needs, which include informal measures and information from family members; and teachers' support for long-range, coordinated transition planning for students beginning no later than middle school.

Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices, however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in postsecondary outcomes for all youth, reform efforts must begin with active participation of both general and special educators and critical home, school, and community stakeholders. In the Division on Career Development for Exceptional Individuals’ position paper, we discuss the evolution of transition in light of reform efforts in secondary education. We review and identify secondary educational initiatives that embrace transition principles. Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.