Resources

Bremer, C. D., Kachgal, M., & Schoeller, K. (2003, April). Self-determination: Supporting successful transition. Research to Practice Brief, 2(1). Retrieved on May 22, 2013, from http://www.ncset.org/publications/viewdesc.asp?id=962

Cameto, R. (2005, April). The transition planning process. NLTS2 Data Brief, 1(4). Retrieved on April 11, 2013, from http://www.ncset.org/publications/viewdesc.asp?id=2130

Council for Exceptional Children’s Division of Career Development and Transition Publications Committee. (n.d.). Age appropriate transition assessment. Retrieved on April 11, 2013, from http://www.dcdt.org/wp-content/uploads/2011/09/DCDT_Fact_Sheet_age_appropriate_Transition_Assessment.pdf

Council for Exceptional Children’s Division of Career Development and Transition Publications Committee. (2011, December). Fast facts: self-determination. Retrieved on April 11, 2013, from http://www.dcdt.org/wp-content/uploads/2011/06/DCDT-Fast-Facts-Self-Determination_12-12-11.pdf

Family Empowerment and Disability Council. (2011, August). Evidence-based practices to support effective transition for young adults with disabilities leaving high school. FEDC Issue Brief. Retrieved on April 11, 2013, from http://www.calfedc.org/uploads/3/2/6/6/3266057/fedc_issue_brief.pdf (This link is no longer available.)

Ferguson, P., & Blumberg, R. (2006). Transition services for youth with disabilities. On Point series. Tempe: National Institute for Urban School Improvement, Arizona State University.

Flexer, R. W., Baer, R. M., Luft, P., & Simmons, T. J. (2013). Transition planning for secondary students with disabilities (4th ed.). Upper Saddle River, NJ: Pearson.

Grigal, M., Hart, D., & Lewis, S. (2012). A prelude to progress: The evolution of postsecondary education for students with intellectual disabilities. Think College Insight Brief, 12. Boston: University of Massachusetts Boston, Institute for Community Inclusion. Retrieved on April 11, 2013, from http://www.thinkcollege.net/component/resdb/item/t-110/1495 (This link is no longer available.)

Johnson, D. R., Mellard, D. E., & Lancaster, P. (2007). Road to success: Helping young adults with learning disabilities plan and prepare for employment. TEACHING Exceptional Children, 39(6), 26–32.

Johnson, D. R., Thurlow, M. L., & Schuelka, M. J. (2012). Diploma options, graduation requirements, and exit exams for youth with disabilities: 2011 national study. Technical Report 62. Minneapolis: University of Minnesota, National Center on Educational Outcomes. Retrieved on April 11, 2013, http://www.cehd.umn.edu/NCEO/onlinepubs/Tech62/TechnicalReport62.pdf

Kohler, P. D. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Retrieved on June 9, 2017, from http://www.tbaisd.k12.mi.us/departments/docs_spec/%20Transition/Taxonomy.pdf

Kohler, P. D. (2004). Taxonomy for transition programming: Worksheet for program structures and practices. Retrieved on May 22, 2013, from http://homepages.wmich.edu/~kohlerp/pdf/Prog%20Structures%20Section_2004.pdf

Ludlow, B. (2010). Tips for transition [special issue]. TEACHING Exceptional Children, 43(2).

Ludlow, B. (2012). Transition [special issue]. TEACHING Exceptional Children, 44(5).

Missouri Department of Elementary and Secondary Education. (2007). Ask the expert: Jim Martin: Student involvement in transition planning. Retrieved on April 15, 2013, from http://transitioncoalition.org/transition/tcfiles/files/docs/asktheexpert1213213446.pdf/ (This link is no longer available.)

National Alliance for Secondary Education and Transition. (2005). National standards & quality indicators: Transition toolkit for systems improvement. Retrieved on April 15, 2013, from http://www.nasetalliance.org/docs/TransitionToolkit.pdf

National Collaborative on Workforce and Disability. (2012, September). The guideposts for success: A framework for families preparing youth for adulthood. NCWD Info Brief, 36. Retrieved on April 15, 2013, from http://www.ncwd-youth.info/sites/default/files/infobrief_36.pdf

National Dissemination Center for Children with Disabilities. (2010, September). IDEA’s exact words: Transition planning. Retrieved on April 11, 2013, from http://nichcy.org/schoolage/iep/iepcontents/transition#idea

National Dissemination Center for Children with Disabilities. (2009, November). Students get involved! Retrieved on April 15, 2013, http://nichcy.org/schoolage/transitionadult/students

National Secondary Transition Technical Assistance Center. (2013). Age appropriate transition assessment. Retrieved on April 15, 2013, from
http://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/
AgeAppropriateTransitionAssessmentToolkit2013.pdf. No longer available.

National Secondary Transition Technical Assistance Center. (n.d.). High school and college students with disabilities: Key differences. Retrieved on April 15, 2013, from http://www.nsttac.org/sites/default/files/assets/pdf/pdf/high_school_to_college.pdf. No longer available.

Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., & Shaver, D. (2010). Comparisons across time of the outcomes of youth with disabilities up to 4 years after high school. A Report of Findings From the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved on April 11, 2013, from http://www.nlts2.org/reports/2010_09/nlts2_report_2010_09_execsum.pdf

Newman, L., Wagner, M., Huang, T., Shaver, D., Knokey, A. M., Yu, J., Contreras, E., Ferguson, K., Greene, S., Nagle, K., & Cameto, R. (2011). Secondary school programs and performance of students with disabilities. A special topic report of findings from the National Longitudinal Transition Study-2. Washington, DC: National Center for Special Education Research.

NSTTAC. (2011). Using Check and Connect to promote student participation in the IEP meeting. Retrieved on April 11, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/Using%20Check%20and%20
Connect%20to%20Promote%20IEP%20Participation.Final.pdf. No longer available.

NSTTAC. (n.d.). Using community based instruction to teach banking skills. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/Using%20CBI%20to%20Teach%20
Banking_potential_.final.1011nonlessondocx_1.pdf. No longer available.

NSTTAC. (n.d.). Using community based instruction to teach communication skills. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/Using%20CBI%20to%20
Teach%20Communication%20_moderate_updated2013.pdf. No longer available.

NSTTAC. (n.d.). Using community based instruction to teach community integration skills. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/CBI%20to%20Teach%20
Community%20Integration%20(moderate).final.pdf. No longer available.

NSTTAC. (n.d.). Using community based instruction to teach employment skills. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/Using%20CBI%20to%20
Teach%20Employment%20Skills(moderate)%20final.pdf. No longer available.

NSTTAC. (n.d.). Using community based instruction to teach grocery shopping skills. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/Using%20CBI%20to%20
Teach%20Grocery%20Shopping(potential).final.pdf. No longer available.

NSTTAC. (n.d.). Using community based instruction to teach purchasing skills. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/Using%20CBI%20to%20
Teach%20Purchasing_potential_updated2013.pdf. No longer available.

NSTTAC. (n.d.). Using community based instruction to teach safety skills. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/Using%20CBI%20to%20
teach%20safety%20skills.pdf. No longer available.

NSTTAC. (2011). Using computer-assisted instruction to teach student participation in the IEP process. Retrieved on April 11, 2013, from
http://www.nsttac.org/sites/default/files/Using%20CAI%20to%20promote%20
student%20particpation%20in%20the%20IEP%20process_potential_.final.1011docx.pdf. No longer available.

NSTTAC. (n.d.). Using published curricula to teach student involvement in the Individualized Education Program (IEP) meeting. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/Using_Published_curricula_
teach_student_involvement_IEP_updated9.11.2012.pdf. No longer available.

NSTTAC. (2011). Using the self-advocacy strategy to teach student involvement in the IEP. Retrieved on April 11, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/SAS(moderate).final.pdf. No longer available.

NSTTAC. (2011). Using the self directed IEP to teach student involvement in the IEP meeting. Retrieved on April 11, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/Using%20SD%20IEP.final.pdf. No longer available.

NSTTAC. (n.d.). Using training modules to promote parent involvement in the transition process. Retrieved on May 22, 2013, from
http://www.nsttac.org/sites/default/files/assets/pdf/UsingTrainingModulesto
PromoteParentInvolvement.moderate.Final.pdf. No longer available.

NSTTAC. (2011). Using Whose Future Is It Anyway? to teach student knowledge of transition planning. Retrieved on April 11, 2013, from
http://www.nsttac.org/sites/default/files/Whose%20Future-transition%20
planning_moderate_.final.1011docx.pdf. No longer available.

PACER Center. (2007). Parent tips for transition planning. ALLIANCE ACTion Sheet. Retrieved on April 11, 2013, from http://www.pacer.org/parent/php/PHP-c197.pdf

Peck, A., & Scarpati, S. (2009). Transition [special issue]. TEACHING Exceptional Children, 41(6).

Test, D. W. (2012). Evidence based instructional strategies for transition. Baltimore, MD: Paul H. Brookes.

Test, D. W., Aspel, N., & Everson, J. (2006). Transition methods for youth with disabilities. Columbus, OH: Merrill/Prentice Hall.

Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V., Walker, A. R., Kohler, P., & Kortering, L. (2009, August). Evidence-based practices in secondary transition. Career Development for Exceptional Children, 32(2), 115–128.

Test, D. W., & Grossi, T. (2012). Transition planning and evidence-based research. Journal of Vocational Rehabilitation, 35, 173–176.

Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009, December). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Children, 32(3), 160–181.

Think College! (n.d.). Higher Education Opportunity Act of 2008. Retrieved on April 18, 2013, from http://www.thinkcollege.net/topics/opportunity-act

U.S. Department of Education. (2010, March). A blueprint for reform: The reauthorization of the Elementary and Secondary Education Act. Retrieved on April 18, 2013, from http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf

U.S. Department of Education, Office of Special Education Programs. (2007). IDEA regulations: Secondary transition. Retrieved on April 11, 2013, from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17,

U.S. Department of Education, Office for Civil Rights. (2011). Transition of students with disabilities to postsecondary education: A guide for high school educators. Washington, DC. Retrieved on April 18, 2013, from http://www2.ed.gov/about/offices/list/ocr/transitionguide.html

Utah Parent Center. (2009, October). From ‘no’ where…to ‘know’ where: A parent handbook for the transition to adult life. Retrieved on May 22, 2013, from http://content.yudu.com/Library/A1ry76/FromNOWheretoKnowWhe/resources/index.htm?referrerUrl=http%3A%2F%2Fwww.utahparentcenter.org%2Fresources%2Ftransitiontoadult%2F

Van Dycke, J. L., Martin, J. E., & Lovett, D. L. (2006). Why is this cake on fire? Inviting students into the IEP process. TEACHING Exceptional Children, 38(3), 42–47.

Wagner, M., Newman, L., Cameto, R., Levine, P., & Garza, N. (2006). An overview of findings from wave 2 of the National Longitudinal Transition Study-2. Menlo Park, CA: SRI International.

Bartholomew, A., Papay, C., McConnell, A., & Cease-Cook, J. (2015). Embedding secondary transition in the Common Core State Standards. TEACHING Exceptional Children, 47(6), 329–335.

In this article, the authors propose a pair of approaches designed to help students with disabilities to make the transition from secondary education. Included here is an overview of the Common Core State Standards, as well as detailed descriptions of the proposed approaches, suggestions for further research, and much more.

Cease-Cook, J., Fowler, C., & Test, D. W. (2015). Strategies for creating work-based learning experiences in schools for secondary students with disabilities. TEACHING Exceptional Children, 47(6), 352–358.

Here the authors tackle the issue of ensuring that students with disabilities receive adequate preparation for future employment before transitioning from secondary education. The article includes notes on career exploration, job shadowing, work sampling, and a timetable for implementing work-based learning experiences.

Gothberg, J. E., Peterson, L. Y., Peak, M., Sedaghat, J. M. (2015). Successful transitions of students with disabilities to 21st-Century college and careers: Using triangulation and gap analysis to address nonacademic skills. TEACHING Exceptional Children, 47(6), 344–351.

There is more to secondary transition than effective academic instruction. Also important are non-academic skills, which the authors of this journal article overview here. Included is information on TGAP, the Triangulated Gap Analysis Tool, “designed to assist educators, students, and IEP teams to create annual identify and create annual goals” to bridge the gap between academic and non-academic skills and thus improve the likelihood of a successful transition, among much else.

Griffin, M. M., & Papay, C. K. (2017). Supporting students with intellectual and developmental disabilities to attend college. TEACHING Exceptional Children, 49(6), 411–419. https://journals.sagepub.com/doi/10.1177/0040059917711695

Students with various kinds of intellectual and developmental disabilities (IDD) face a unique set of challenges as they prepare to transition from high school to post-secondary education. In this article, the authors offer tips for teachers to help increase the likelihood of making those transitions successful. Readers will find information and resources related to students with IDD, notes on the importance of self-advocacy skills and encouraging students to be active participants in their transition processes, and more.

Kleinert, H. L., Miracle, S. A., & Sheppard-Jones, K. (2007). Including students with moderate and severe disabilities in extracurricular and community recreation activities. TEACHING Exceptional Children, 39(6), 33–38.

This article reports the results of a statewide survey to determine the extent to which students with certain kinds of disabilities take part in activities outside the school setting. Included are the results of that survey, as well as discussions of the implications of the findings for those who wish to increase the rate of student participation and the kinds of accommodations and support necessary to potentially achieve those levels.

Kohler, P. D., & Field, S. (2003). Transition-focused education: Foundation for the future. Journal of Special Education, 37, 174–183. Retrieved on May 22, 2013, from https://files.eric.ed.gov/fulltext/EJ785945.pdf

Here the authors examine the relatively recent trend toward improved transition services for students with disabilities. Focusing on five specific areas—including family involvement and the way in which an emphasis on said services is reshaping special education programs—they layout an informative overview of the current state of transition in today’s schools.

National Post-School Outcomes Center & National Secondary Technical Assistance Center. (2015, December). Predictor implementation: School/district self-assessment. Retrieved on December 9, 2013, from https://transitionta.org/wp-content/uploads/docs/Predictor_Self-Assessment2.0_10-08-2021_Final.pdf

This checklist produced by the NSTTAC and the National Post-School Outcomes Center is designed to provide a tool by which schools and school districts can sound out the effectiveness of their programs in producing positive post-school outcomes. Here are items on parental involvement, interagency collaboration, student self-advocacy, and much more.

Newman, L. A., Madaus, J. W., & Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497–514.

This article provides information about the effectiveness of transition practices in helping students with disabilities to secure supports and services in post-secondary settings. In addition to a detailed overview of the study methods themselves, the authors answer a number of research-related questions and conclude that, indeed, carefully planned secondary transition practices do help students to locate and acquire the supports and services available at colleges and universities.

Papay, C., Unger, D. D., Williams-Diehm, K., & Mitchell, V. (2015). Begin with the end in mind: Infusing transition planning and instruction into elementary classrooms. TEACHING Exceptional Children, 47(6), 310–318.

In this article, the authors recommend that transition planning begin as early as the elementary grades, citing a research base on self-determination that goes back twenty-five years. Readers will find information on career awareness and development, community based instruction, and family involvement. Included also are strategies for incorporating self-determination instruction into elementary classrooms.

Povenmire-Kirk, T. C., Bethune, L. K., Alverson, C. Y., & Kahn, L. G. (2015). A journey, not a destination: Developing cultural competence in secondary transition. TEACHING Exceptional Children, 47(6), 319–328.

Here the authors overview the importance of cultural competence as one component of the transition process. Their article defines and evaluates the concept, offering examples of cultural conflicts along with suggestions for effective solutions, as well as specific instances in which variations in cultural values might lead to avoidable misunderstandings.

Rowe, D. A., Mazzotti, V. L., Hirano, K., & Alverson, C. Y. (2015). Assessing transition skills in the 21st Century. TEACHING Exceptional Children, 47(6), 301–309.

This overview of transition assessment includes information on the selection of appropriate assessments, assessment preparation and execution, and meaningful analyses of assessment results. A list of online resources for instructions, as well as a ready made assessment review checklist are helpful additions.

Hughes, C., & Carter, E. (2012). The new transition handbook: Strategies high school teacher use that work! Baltimore, MD: Brookes.

This handy resource comprises a number of effective transition strategies arranged by sphere—school, employment, social life—and includes checklists and other easy-to-access resources of use to anyone interested in helping students to make the move from secondary education to what comes next.

Kochhar-Bryant, C. A., Shaw, S., & Izzo, M. (2009). What every teacher should know about transition and IDEA 2004. Upper Saddle River, NJ: Pearson.

This brief but ambitious work lays out a revised version of transition services, tying them closely to federally mandated education regulations and standards-based instruction. Included here is the authors’ overview of the required performance summary required for students with individual education programs (IEPs).

Kohler, P. D. (1998). Implementing a transition perspective of education: A comprehensive approach to planning and delivering secondary education and transition services. In F. R. Rusch and J. Chadsey (Eds.) Beyond high school: Transition from school to work, pp. 179–205.

As transition services take on increasing importance, more and more effort is spent to create a comprehensive approach in which the transition from secondary education is not something that “just happens” at the end of a student’s time in school. In this chapter, the author overviews just such a vision of secondary education in which transition is an essential and informative element throughout the four years of instruction.

Sitlington, P. L., Neubert, D. A., & Clark, G. M. (2010). Transition education and services for students with disabilities (5th ed.). Upper Saddle River, NJ: Pearson.

Written for teachers and teachers-in-training, this informative book overviews transition services as they stood at the time of publication and lays out also a vision of those services as a more comprehensive standards-based approach to education and eventually professional and community life. An emphasis on the skills necessary to take a fuller and more meaningful role in personal and civic interactions is found throughout.

Commonwealth of Virginia Department of Education, Training and Technical Assistance Centers. (2008). I’m determined! Understanding and preparing for my IEP. Retrieved on April 11, 2013, from https://www.imdetermined.org/resource/preparing-for-my-iep/

Developed by the Virginia state department of education, this document is designed to help students understand—and answer questions related to—their own individual education programs (IEPs). Students are prompted to examine and think about the kinds of accommodations they feel might be necessary, what their postsecondary goals might be, and what type of career might best suit their preferences and special skills, among much else.

Division on Career Development and Transition. (2000, March). Transition-related planning, instruction, and service responsibilities for secondary special educators. DCDT Fact Sheet. Retrieved on May 22, 2013, from https://dcdt.org/sites/default/files/2021-03/2017%20DCDT_Transition-Related%20Planning%20Fast%20Fact%20draft%202%20041317.pdf

This brief but informative factsheet produced by the Division on Career Development and Transition lists a number of what it describes as promising transition-related programs and services indicated by recent research. Among these is a push to allow students to participate in the development of their individual education programs (IEPs) and an emphasis on teaching academic in a way that will be more relevant to most students’ real-world experiences, among much else.

Division on Career Development and Transition. (2000, March). Transition specialist competencies. DCDT Fact Sheet. Retrieved on May 22, 2013, from https://www-s3-live.kent.edu/s3fs-root/s3fs-public/file/trans_competencies.pdf

What do transition specialists do and what skills do they need to effectively carry out that role? This user-friendly factsheet from the Division on Career Development and Transition attempts to answer those questions, including information on knowledge of and skills related to the history and philosophy behind special education, skills and knowledge having to do with classroom assessment and evaluation, and those involving communication and collaborative relationships, among much else.

National Collaborative on Workforce and Disability. (n.d.). Guideposts for success (2nd ed.). Retrieved on April 15, 2013, from https://www.chapman.edu/education/centers-and-partnerships/thompson-policy-institute/_files/stakeholders_educators/guideposts-for-success-english-print-quality-1-2-1.pdf

Inasmuch as special education students and students with disabilities in general tend to drop out of school at much higher rates than do their non-disabled peers, the need for transition services for those students seems especially clear. This useful guide created by the National Collaborative on Workforce and Disability overviews the need for expanded and improved transition services and seeks to create “guideposts” for achieving that goal. These include an emphasis on career preparation and real-world experiences, and efforts to connect students to activities and programs outside of school.

Pacer Center. (n.d.). National Parent Center on Transition and Employment. Retrieved from https://www.pacer.org/transition/

PACER is a parent training and information center for families and youth with disabilities. Included is information for families and professionals on disability-related topics such as education, vocational training, transition and employment, and other services for students with disabilities.

State of New Jersey Department of Education. (2012). Transition from school to adult life. Dare to Dream Student Leadership Conference [videos]. Retrieved on April 15, 2013, from http://www.state.nj.us/education/specialed/transition/video/

The state of New Jersey’s Dare to Dream Student Leadership conferences are designed to underscore the increasing importance of student self-advocacy and successful transitions to post-school life. Visitors to this resource will find videos of the keynote addresses offered by a number of exceptional students.

Test, D. W., Fowler, C. H., Cease-Cook, J., & Bartholomew, A. (2011). College and career ready standards and secondary transition planning for students with disabilities: 101. Retrieved on March 16, 2017, from https://frcd.org/wp-content/uploads/2015/02/College_and_Career_Readiness101.FINAL2_.pdf

Though the transition from secondary education to post-secondary school or career life is fraught for many students, it is especially so for students with disabilities, who have higher dropout rates than do their nondisabled peers. This comprehensive work from the National Secondary Transition Technical Assistance Center overviews a number of issues related to improved transition services for students with special needs. Included here is a look at what the various states are doing to improve those services, as well as examples of how transition skills can be infused into existing college and career-ready standards.

Test, D. W., Fowler, C. H., & Scroggins, L. C. (2012, October). Tiered interventions and secondary transition planning for students with disabilities: 101. Retrieved on March 16, 2017, from
http://www.pepnet.org/sites/default/files/summit2014/Tiered%20Interventions%20and%20Secondary%20Transition.pdf

How can tiered interventions help improve transition services for students with disabilities? This informative resource published by the National Secondary Transition Technical Assistance Center seeks to answer that question. Here, the authors overview a plan for a tiered plan to prepare students for life after school. A list of additional resources is also on hand.

U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2017). A transition guide to postsecondary education and employment for students with disabilities. Washington, DC. Retrieved from
https://www2.ed.gov/about/offices/list/osers/transition/products/postsecondary-transition-guide-2017.pdf

This informative resource includes an overview of the secondary transition services and requirements outlined in the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act of 1973. Readers will find details and information about student-led planning, employment training options, and programs to help prepare students with disabilities for a successful transition to life after secondary school, among much else.

Valentine, J. C., Hirschy, A. S., Bremer, C. D., Novillo, W., Castellano, M., & Banister, A. (2009, September). Systematic reviews of research: Postsecondary transitions: Identifying effective models and practices. Retrieved on April 18, 2013, from http://nrccte.education.louisville.edu/UserFiles/File/pubs/Valentine_Postsecondary_Transitions.pdf

Published by the National Research Center for Career and Technical Education, this comprehensive resource sets out to overview—and evaluate—a number of models and practices related to secondary transitions. Included here is an investigation of theoretical frameworks developed by researchers, a detailed literature review, and an overview of related research questions, among much else.

I’m Determined http://www.imdetermined.org

This online home of the Virginia Department of Education Self-Determination Project is full of materials and resources designed to help students to play a fuller role in their own transition processes. Visitors will find online modules on a variety of transition-related topics, films, and materials to help students become more involved participants in their individual education programs (IEPs).

National High School Center http://www.betterhighschools.org/

Though this technical assistance center is no longer active, its library of online resources remains available for anyone looking for information and materials related to high school improvement and transition services for students.

NLTS2 http://www.nlts2.org/

Sponsored by the U.S. Department of Education, the National Longitudinal Transition Study-2 followed a group of students from across the country as they made the transition from secondary education. The results of that study—as well as information about the its design and methodology—can be found here.

Think College http://www.thinkcollege.net/index.php

Likewise sponsored by the University of Massachusetts Boston, the Think College website is designed to help students with disabilities to find and enroll at the college of their choice. On hand here are resources about how to pay for post-secondary education, a series of self-guided modules, and a Webinar archive covering a host of important and relevant topics.

Transition Coalition http://transitioncoalition.org/transition/

Housed at the University of Kansas, the Transition Coalition provides resources and materials designed to improve transition services for students across the United States. Visitors here will find online courses and modules related to transition, materials and resources for use in their own schools, and a database of successful transition programs.

Youth on the Move http://www.youth-move.org/

Sponsored by the University of Massachusetts Boston, this website is focused on all things related to effective transitions. Visitors will find a transition timeline based upon student age, notes on IEP meetings and the role of transition services, and a section on self-advocacy and self-determination.

Zarrow Center for Learning Enrichments http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html

The University of Oklahoma’s Zarrow Center for Learning Enhancements is concerned with helping to create “successful secondary and postsecondary educational, vocational and personal outcomes for students and adults with disabilities.” The project’s website contains resources related to student self-determination, a link to a preference indicator designed to help students to reach their post-school potential, a number of assessment tools, and more.