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The differential impact of young adult diagnosis on families during the period of transition from school to adult life was examined. Participants were parents of 246 young adults with severe learning disability aged 18‐26. Young adults were classified into four diagnostic groups: autism (N = 30), Down's syndrome (N = 68), cerebral palsy (N = 95) and an undifferentiated learning disability group (N = 53). Research questions pertained to parent expectations about their young adults' transition to living and working environments post high school. Parental satisfaction and worries were also assessed. The results indicated more community expectations of work for young adults with Down's syndrome, and more restrictive expectations for young adults with autism, including more expectations that young adults with autism would move out of the family home into a residential environment. Parents of young adults with autism also worried significantly more about various aspects of transition than other parent groups.

Children with autism are increasingly being identified in society today. With the increased incidence, churches will be called upon to develop programs that will allow for participation of these individuals. This article presents findings from a descriptive study addressing the participation of children with autism spectrum disorder within religious education activities. Mothers attending four churches shared their perspectives on the involvement of their seven children with autism in Sunday school programs. This article discusses common themes regarding church participation, with recommendations for improving the religious and social integration of children with disabilities within religious education programs.

This article documents a roadmap for developing fully inclusive school sites at the secondary level. Full inclusion is defined as placement in the general education classroom for all students with disabilities. Specifically, two large high schools located in suburban areas attempted to fully include over 300 students identified as needing special services. Students had varying disabilities, but each school attempted to fully include every student. Although one school was an established high school and the other was brand new, both experienced similar benefits and challenges when transitioning to a full inclusion model. This article aims to share specific strategies which contributed to the success of full inclusion at each school site and to discuss challenges that arose during planning and implementation. KeywordsFull inclusion, high schools, students with disabilities High school reform: Integration of special educationExisting educational practices in the United States are not adequately preparing students with disabilities for post-secondary life. Students with disabilities face even greater challenges than their non-disabled counterparts in relation to job preparation and entry into college (Wagner, Newman, Cameto, Levine, & Marder, 2003). In response to this finding, many secondary schools are implementing high school reform initiatives that may have a large impact on students receiving special education services.Muller and Burdette (2007) highlighted five recommended best practices in high school education reform. These include: 1) professional development activities for both general education and special education teachers; 2) task forces and workgroups which have representatives from both general education and special education; 3) instructional practices that support students with disabilities; 4) clear expectations of all teachers and students; and 5) appropriate data collection and assessment measures. The integration of general and special education is increasing in the United States and teachers are being asked to work together in order to

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