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Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions—positive behavioral interventions and supports (PBIS) and response to interventions (RTI)—were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.

The increasingly diverse population in the United States calls for schools to address the breadth of cultural histories students bring with them to the classroom. High school students with disabilities are also diverse in terms of cultural histories, race, ethnicities, religions, and citizenship. These factors intersect as families engage in planning for the transition to adulthood. A requisite for culturally diverse families with young adults who receive services under the educational category of intellectual disability (ID) are school professionals who can meaningfully collaborate. This review of literature from peer-reviewed journals seeks to understand if culturally responsive practices are utilized with culturally and linguistically diverse (CLD) families during transition planning. This review also explored whether culturally sustaining practices strengthen partnerships between teachers and CLD families and adolescents with disabilities, including those with ID. Implications are associated with how teachers can perceive diversity from a strengths perspective as a vital component of transition planning.

In the literature on young adults with intellectual and/or developmental disabilities (IDD), little research has been conducted regarding the perspectives of Korean American young adults with disabilities and their families. This study investigated the postschool outcomes of Korean American young adults (aged 18-25 years) with IDD, and their parents' perceptions of transition planning. The postsecondary employment outcomes of Korean American young adults with IDD were poorer than those of other groups of young adults with IDD. Korean American young adults with IDD were also less likely to be enrolled in higher education than were other young adults with IDD studied in past research. Many parents were dissatisfied with the transition planning for their children leaving high school. It is, therefore, important for professionals to ensure that Korean American parents are equipped with appropriate information related to their child's transition planning.

Transition planning is conceptually and empirically linked to successful postschool outcomes for adolescents with disabilities and has been legally mandated for more than two decades. Unfortunately, young adults with high-incidence disabilities, including learning disabilities (LD), emotional disabilities (ED), and attention-deficit/hyperactivity disorder (ADHD), continue to experience poor postschool outcomes. Using a secondary analysis of the second National Longitudinal Transition Study (NLTS2), this study examined both the quality and characteristics of transition plans for a nationally representative group of adolescents with high-incidence disabilities and the extent to which transition planning and services were similar across the three high-incidence disabilities. Findings indicate that a majority of students with high-incidence disabilities have transition plans and that key stakeholders participated in planning meetings. Findings also support the inclusion of adolescents with LD, ED, and ADHD in the larger category of high-incidence disabilities. Implications include further examination of the disparate relationship between planning and outcomes.

Adult outcomes for students with disabilities continue to remain below their peers without disabilities, and such poor postsecondary outcomes may be due to special education teachers who are unprepared to plan and deliver effective transition services. This study examined the perceptions of 557 middle and high school special education teachers from 31 states. A transition competencies survey was developed to collect data on teacher demographic variables as well as ratings of their levels of proficiency in (a) preparation to plan and deliver transition services, (b) satisfaction with transition training, and the (c) frequency with which they deliver specific competencies. Implications for including transition content in both special education personnel preparation programs and professional development opportunities for teachers of transition-aged youth are discussed. [PUBLICATION ABSTRACT]

Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Grounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

Recently, increasing demand for teacher professional development and significant advances in information and communication technologies has led to a proliferation of online professional development. In spite of online professional development's popularity and advantages, research indicates that there is a concern of considerably high dropout rates of online learners. Therefore, to reduce the dropout rates of the learners, this paper is designed to help teachers identify professional development opportunities that are tailored to their needs as well as successfully complete these learning experiences. To achieve the purpose of the study, the paper explores the considerations for evaluating the characteristics of online learners and online professional development. Using these evaluations, this paper provides practical strategies for helping elementary and secondary education teachers successfully complete online professional development without dropping out an online course.

Young adults with disabilities often depend on linkages and supports from adult agencies to achieve high-quality adult outcomes. However, interagency collaboration has emerged as a major area of difficulty and a critical area in need of improvement for school districts throughout the United States. Based on the input of research participants from 29 highperforming districts and state-level transition coordinators from five diverse states, this article identifies 11 key strategies to enhance interagency collaboration. Results provide implications for the field of transition concerning effective methods for increasing interagency collaboration and, ultimately, improving postschool outcomes for student with disabilities. [PUBLICATION ABSTRACT]

In the literature on young adults with intellectual and/or developmental disabilities (IDD), little research has been conducted regarding the perspectives of Korean American young adults with disabilities and their families. This study investigated the postschool outcomes of Korean American young adults (aged 18-25 years) with IDD, and their parents' perceptions of transition planning. The post secondary employment out comes of Korean American young adults with IDD were poorer than those of other groups of young adults with IDD. Korean American young adults with IDD were also less likely to be enrolled in higher education than were other young adults with IDD studied in past research. Many parents were dissatisfied with the transition planning for their children leaving high school. It is, therefore, important for professionals to ensure that Korean American parents are equipped with appropriate information related to their child's transition planning.