Transition From High School to Adulthood

Test, David W.; Clark, Kelly; Rusher, Dana E.

doi:10.1002/ace.20297

New Dir Adult Contin Educ

2018

DOI: 10.1002/ace.20297

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Transition From High School to Adulthood

David W. Test¹,

Kelly Clark

Dana E. Rusher³

Abstract: This chapter describes evidence‐based predictors and practices of postschool success for students with disabilities. Examples for implementation and implications for adult education practitioners as they design instruction and programming for individuals with disabilities are provided.

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Similarities in Reentry Planning of Students Involved in the Juvenile Justice System and Postsecondary Transition Planning for Students with Disabilities

Mitchell,

Deardorff

2024

JAJJS

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The field of special education has developed evidence-based practices (EBPs) to promote positive postsecondary outcomes for youth with disabilities. Postsecondary transition planning is comparable to the planning processes needed for reentry of previously incarcerated youth to educational and community settings. Common practices for transitioning students with disabilities and for those returning to the community setting include career/technical/vocational education, interagency collaboration, career assessment and exploration, student-centered planning, high expectations, real-life problem solving, and assessment-driven goals. Transition planning has the potential to reduce recidivism, the key measurement of successful programs and interventions in the carceral setting. There is little empirical evidence of best practices in correctional education; however, there are some programs and resources within special education transition literature that may be useful in the development of prerelease planning for adjudicated youth. Programs focused on improving self-determination skills such as being aware of abilities, needs and preferences, problem-solving, self-control, cognitive reasoning to address problems, self-efficacy, and self-advocacy can increase the level of preparation youth have for returning to the community. Other efforts geared at systemic change can be beneficial, as well, including improvement of interagency collaboration, enrollment/re-enrollment requirements, training for educators and administrators to prevent stigma, and hiring one person in charge of the prerelease planning and records. Resources and suggested applications are included in summary.

show abstract

Similarities in Reentry Planning of Students Involved in the Juvenile Justice System and Postsecondary Transition Planning for Students with Disabilities

Mitchell,

Deardorff

2024

JAJJS

View full text Add to dashboard Cite

show abstract

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Transition From High School to Adulthood

Abstract: This chapter describes evidence‐based predictors and practices of postschool success for students with disabilities. Examples for implementation and implications for adult education practitioners as they design instruction and programming for individuals with disabilities are provided.

Cited by 1 publication

References 20 publications

Similarities in Reentry Planning of Students Involved in the Juvenile Justice System and Postsecondary Transition Planning for Students with Disabilities

Similarities in Reentry Planning of Students Involved in the Juvenile Justice System and Postsecondary Transition Planning for Students with Disabilities

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