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BACKGROUND: Transitioning from high school to adult life is one of the most challenging times for all youth; however, this step to adulthood presents additional demands to individuals with disabilities. The role of adult service providers, such as Centers for Independent Living (CILs) in the transition process for youth has become more and more prevalent. Yet, little is known about the involvement of CILs and their partnership efforts with local education agencies (LEAs). OBJECTIVE: This study explores the extent to which CILs are involved with serving transition-aged youth and collaborate with LEAs. METHODS: This study consisted of a national survey. The sample included 198 CIL representatives from 38 states, Puerto Rico, and Virgin Islands that serve transition-age youth with disabilities. RESULTS: Based on the study findings, it appears that CIL professionals see secondary transition as a priority; however, participation in transition initiatives and collaborative partnerships with LEAs remains relatively low. Furthermore, although the majority of study participants perceive CIL and LEA coordination as extremely important, almost a quarter of them report actual practices as poor or non-existent. CONCLUSIONS: These findings are consistent with previous research on the importance and extent of CIL secondary transition services. Further research that would lead to practice-based initiatives to improve the secondary transition for youth with disabilities is needed. Obtaining CIL professional perceptions on promising practices and existing collaborative vehicles to promote better collaboration is sorely needed.

This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions.

Over the past two decades, there has been a marked increase in the number of students with mild disabilities who receive social studies instruction in the general education classroom. This research uses the seminal 1994 Passe and Beattie study as a comparative referent to examine current instructional strategies used to teach such students. The current study sought to answer: What instructional practices do contemporary general educators use to teach social studies to students with disabilities? And have these practices changed in twenty-years? Comparative and comparison results are provided with suggestions to differentiate social studies instruction to meet the learning needs of students with mild disabilities.