Resources

Barrio, B. L. (2022). Culturally responsive individualized education programs: Building transition bridges between families and schools. Intervention in School and Clinic, 58(2), 92–99. https://doi.org/10.1177/10534512211051071

Barrio, B. L., Miller, D., Hsiao, Y. J., Dunn, M., Petersen, S., Hollingshead, A., & Banks, S. (2017). Designing culturally responsive and relevant individualized educational programs. Intervention in School and Clinic, 53(2), 114–119. https://doi.org/10.1177/1053451217693364

Blustein, C. L., Carter, E. W., & McMillan, E. D. (2016). The voices of parents: Post–high school expectations, priorities, and concerns for children with intellectual and developmental disabilities. The Journal of Special Education, 50(3), 164–177. https://doi.org/10.1177/0022466916641381

Braddock, D., Hemp, R., Tanis, E. S., Wu, J., & Haffer, L. (2017). The state of the states in intellectual and developmental disabilities: 2017 (11th ed.). The American Association on Intellectual and Developmental Disabilities. https://www.researchgate.net/profile/ David-Braddock-2/publication/319234551_The_State_of_the_States_in_Intellectual_ and_Developmental _Disabilities_2017/links/59c04d52a6fdcca8e56fddf0/The-State-of-the-States-in-Intellectual-and-Developmental-Disabilities

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

Burke, K. M., Raley, S. K., Shogren, K. A., Hagiwara, M., Mumbardó-Adam, C., Uyanik, H., & Behrens, S. (2020). A meta-analysis of interventions to promote self-determination for students with disabilities. Remedial and Special Education, 41(3), 176–188. https://doi.org/10.1177/0741932518802274

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. (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

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

Department of Rehabilitation. (n.d.). Laws and Regulations. https://www.dor.ca.gov/Home/SsLawsAndRegulations#:~:text=These%20provide%20job%20exploration%20and,post%2Dsecondary%20education%20and%20employment

Elementary and Secondary Education Act of 1965, Pub. L. No. 114–95, Stat. 79 (1965). https://crsreports.congress.gov/product/pdf/R/R45977

Emerson, E., Fortune, N., Llewellyn, G., & Stancliffe, R. (2020). Loneliness, social support, social isolation and wellbeing among working age adults with and without disability: Cross sectional study. Disability and Health Journal, 14(1), 100965. https://doi.org/10.1016/j.dhjo.2020.100965

Family Empowerment and Disability Council. (2011). Evidence-based practices to support effective transition for young adults with disabilities leaving high school. FEDC Issue Brief. https://www.efrconline.org/myadmin/files/fedc_HS_transition.pdf

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. https://thinkcollege.net/sites/default/files/files/resources/Insight_12_R.pdf

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. https://doi.org/10.1177/004005990703900604

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. https://files.eric.ed.gov/fulltext/ED595213.pdf

Johnson, D. R., Thurlow, M. L., Wu, Y. C., LaVelle, J. M., & Davenport, E. C. (2020). IEP/transition planning participation among students with the most significant cognitive disabilities: Findings from NLTS 2012. Career Development and Transition for Exceptional Individuals, 43(4), 226–239. https://doi.org/10.1177/2165143420952050

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

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., Gothberg, J. E., Fowler, C., and Coyle, J. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Western Michigan University. https://transitionta.org/wp-content/uploads/docs/NTACT-C_TaxonomyforTransition.pdf

LD OnLine. (n.d.). State special education definitions, ages served. https://www.ldonline.org/ld-topics/special-education/state-special-education-definitions-ages-served

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

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

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793

Missouri Department of Elementary and Secondary Education. (2007). Ask the expert: Jim Martin: Student involvement in transition planning. https://www.crisoregon.org/cms/lib/OR01928264/Centricity/Domain/45/Documents/Martins_Perspective.pdf

Montoya, C., Yllades, V., & Gilson, C. (2022). Experiences of Latinx immigrant parents of children with developmental disabilities in the IEP process. Education and Training in Autism and Developmental Disabilities, 57(4), 404–416. https://www.researchgate.net/publication/367331502

National Alliance for Secondary Education and Transition. (2005). National standards & quality indicators: Transition toolkit for systems improvement. http://www.nasetalliance.org/docs/TransitionToolkit.pdf

National Collaborative on Workforce and Disability. (2012). The guideposts for success: A framework for families preparing youth for adulthood. NCWD Info Brief, 36. https://transitionca.org/wp-content/uploads/2021/07/A-Framework-for-Families-Preparing-Youth-for-Adulthood.pdf

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

National Dissemination Center for Children with Disabilities. (2010). IDEA’s exact words: Transition planning. https://www.parentcenterhub.org/iep-transition/

National Secondary Transition Technical Assistance Center. (2013). Age appropriate transition assessment. Retrieved on April 15, 2013, fromhttp://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.

National Technical Assistance Center on Transition: The Collaborative. (n.d.). Pre-employment transition services. https://transitionta.org/topics/pre-ets/

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. 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. https://ies.ed.gov/ncser/pubs/20123000/pdf/20123000.pdf

Next Steps NH. (2022, October 26). Course of Study. Next Steps New Hampshire: Options for Life after High School. https://nextsteps-nh.org/transition-iep-tool/courses-of-study/

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%20Connect%20to%20Promote%20IEP%20Participation.Final.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%20student%20particpation%20in%20the%20IEP%20process_potential_.final.1011docx.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. (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 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%20planning_moderate_.final.1011docx.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%20Banking_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%20Teach%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%20Community%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%20Teach%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%20Teach%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%20Teach%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%20teach%20safety%20skills.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. (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/UsingTrainingModulestoPromoteParentInvolvement.moderate.Final.pdf. No longer available.

PACER Center. (2007). Parent tips for transition planning. ALLIANCE ACTion Sheet. https://www.pacer.org/publications/pdfs/ALL14.pdf

PACER Center. (2017). Transition planning tips for linguistically and culturally diverse youth with disabilities. https://www.pacer.org/parent/php/PHP-c250.pdf

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

Petcu, S. D., Van Horn, M. L., & Shogren, K. A. (2017). Self-determination and the enrollment in and completion of postsecondary education for students with disabilities. Career Development and Transition for Exceptional Individuals, 40(4), 225-234. https://doi.org/10.1177/2165143416670135

Royer, D. J. (2017). My IEP: A student-directed individualized education program model. Exceptionality, 25(4), 235–252. https://doi.org/10.1080/09362835.2016.1216850

Sanderson, K. A., & Goldman, S. E. (2022). Understanding the characteristics and predictors of student involvement in IEP meetings. The Journal of Special Education, 56(1), 3–13. https://doi.org/10.1177/00224669211008259

Schena, D., Rosales, R., & Rowe, E. (2023). Teaching self-advocacy skills: A review and call for research. Journal of Behavioral Education, 32(4), 641–689. https://doi.org/10.1007/s10864-022-09472-7

Scott, L. A., Thoma, C. A., Gokita, T., Bruno, L. P., Ruiz, A. B., Brendli, K., Taylor, J., & Vitullo, V. (2021). I’m trying to make myself happy: Black students with intellectual and developmental disabilities and families on promoting self-determination during transition. Inclusion, 9(3), 170–188. https://doi.org/10.1352/2326-6988-9.3.170

Shogren, K. A., Lee, J., & Panko, P. (2017). An examination of the relationship between postschool outcomes and autonomy, psychological empowerment, and self-realization. The Journal of Special Education, 51(2), 115-124. https://doi.org/10.1177/0022466916683171

Shogren, K. A., Little, T. D., Wehmeyer, M. L. (2017). Human agentic theories and the development of self-determination. In M. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez (Eds.), Development of self-determination through the life-course (pp. 17–26). Springer. https://doi.org/10.1007/978-94-024-1042-6_2

Shogren, K. A., Scott, L. A., Hicks, T. A., Raley, S. K., Hagiwara, M., Pace, J. R., Gerasimova, D. Alsaeed, A., & Kiblen, J. C. (2021). Exploring self-determination outcomes of racially and ethnically marginalized students with disabilities in inclusive, general education classrooms. Inclusion, 9(3), 189–205. https://doi.org/10.1352/2326-6988-9.3.189

Sinclair, J., Gilson, C. B., & Dulas, H. (2023). “I’m going to be a working person”: Self-determination in employment settings for adults with intellectual and developmental disabilities. Career Development and Transition for Exceptional Individuals, 0(0). https://doi.org/10.1177/21651434231186136

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

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

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). Evidence-based practices in secondary transition. Career Development for Exceptional Children, 32(2), 115–128.

Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). 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.http://www.thinkcollege.net/topics/opportunity-act

Trainor, A. A., Carter, E. W., Karpur, A., Martin, J. E., Mazzotti, V. L., Morningstar, M. E., Newman, L., & Rojewski, J. W. (2020). A framework for research in transition: Identifying important areas and intersections for future study. Career Development and Transition for Exceptional Individuals, 43(1), 5–17. https://doi.org/10.1177/2165143419864551

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. http://www2.ed.gov/about/offices/list/ocr/transitionguide.html

U.S. Department of Education, Office of Special Education Programs. (2007). IDEA regulations: Secondary transition. http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17,#content

U.S. Department of Education. (2010). A blueprint for reform: The reauthorization of the Elementary and Secondary Education Act. https://files.eric.ed.gov/fulltext/ED508795.pdf

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. https://doi.org/10.1177/004005990603800306

Van Reusen, A. K., Bos, C. S., Schumaker, J. B., Deshler, D. D. (1994). The self-advocacy strategy for education and transition planning. Intervention in School and Clinic, 32(1), 49–45.https://doi.org/10.1177/105345129603200110

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. https://ies.ed.gov/ncser/pdf/20063004.pdf

Workforce Innovation and Opportunity Act of 2014, Pub. L. No. 113–128. (2014). https://www.dol.gov/agencies/eta/wioa

Bross, L., A., & Craig, S. L. (2024). Universal Design for Learning: A viable framework to support student-led IEP meetings. TEACHING Exceptional Children, 56(4), 218–228. https://doi.org/10.1177/00400599221074267

This article explains the Universal Design for Learning (UDL) guidelines and promotes them as a framework to encourage students with disabilities to actively participate in their individualized education program (IEP) meetings throughout the transition process.

Ford, J. W., Kern, A. M., Gorman, J. P., & Mooney, C. D. (2024). Time is of the essence: Individualizing academic intervention for students of transition age. TEACHING Exceptional Children, 56(4), 266–273. https://doi.org/10.1177/00400599221144632

This article promotes Brief Experimental Analysis (BEA) as a method to quickly and efficiently collect reading data on, and determine appropriate interventions for, students with disabilities to prepare them for postsecondary education.

Liu., A. Y., Lacoe, J., Lipscomb, Haimson, J., Johnson, D. R., Thurlow, M. L., Sekino, Y., & Silverberg, M. (2018). Preparing for life after high school: The characteristics and experiences of youth in special education. Vol. 3: Comparisons over time. Findings from the National Longitudinal Transition Study 2012. https://ies.ed.gov/ncee/pubs/20184007/pdf/20184007.pdf

This report incorporates data from the National Longitudinal Transition Study 2012 series to explore how students in special education (primarily 15- to 18-year-olds) have changed across time. Specifically, it examines changes in their characteristics and experiences across disability groups.

Matusevich, H. A., Shogren, K. A., Raley, S. K., & Matusevich, D. W. (2024). Student-led transition planning using the self-determined learning model of instruction. TEACHING Exceptional Children, 56(4), 230–238. https://doi.org/10.1177/00400599231155604

This article promotes the Self-Determined Learning Model of Instruction (SDLMI) as an evidence-based practice that educators can use to foster self-determination in students with disabilities throughout the transition process. This practice includes encouraging students to not only decide on their own transition goals but take control of their learning.

Payne, S. B., & Swanson, E. (2022). Targeting the transition goals of teens through executive function support. Council for Exceptional Children, 56(4), 202–209. https://doi.org/10.1177/00400599211066919

This article explains how educators can support students with disabilities in creating habits, using reminders, and employing planning tools—all of which are aspects of executive functioning. Specifically, it shows educators how they can incorporate this instruction into the transition process.

Rowe, D. A., Mazzotti, V. L., Fowler, C. H., Test, D. W., Mitchell, V. J., Clark, K. A., Holzberg, D., Owens, T. L., Rusher, D., Seaman-Tullis, R. L., Gushanas, C. M., Castle, H., Chang, W., Voggt, A., Kwiatek, S., & Dean, C. (2021). Updating the secondary transition research base: Evidence- and research-based practices in functional skills. Career Development and Transition for Exceptional Individuals, 44(1), 28–46. https://doi.org/10.1177/2165143420958674

This literature review examines the limitations and implications of existing evidence- and research-based practices in secondary special education and transition planning for students with disabilities.

National Technical Assistance Center on Transition: The Collaborative. (2021). From assessment to practice: A model for teachers. https://transitionta.org/wp-content/uploads/docs/final_assessment-to-practice_2021.11.09_checked.pdf

This resource features a seven-step model for incorporating effective practices into the transition planning process, beginning with conducting transition assessments and ending with analyzing student data. It also includes three case studies that illustrate the implementation of this model.

National Technical Assistance Center on Transition: The Collaborative. (2022). Effective practices in secondary transition: Operational definitions. https://transitionta.org/wp-content/uploads/docs/Updated_EBP_Definitions_June_2022.pdf

This resource provides operational definitions for effective practices in secondary transition, in addition to listing the level of evidence (e.g., promising, evidence-based) and student populations for which each strategy was established.

National Technical Assistance Center on Transition: The Collaborative. (n.d.). Indicator 13 IEP Studies. https://transitionta.org/i13-iep-case-studies/

This page features resources to help educators comply with Indicator 13—IDEA transition requirements for the IEPs of students 16 and older. Eleven case studies are included to provide examples and nonexamples for students who vary in grade and disability.

PROGRESS Center. (2022). Student form for preparing for the IEP team meeting. https://promotingprogress.org/sites/default/files/2022-10/IEP_premeeting_student.pdf

Educators can give this form to students. This structured, fillable form lists a series of questions for students to answer regarding their goals, priorities, strengths, and needs, to name a few. Each prompt features note-taking boxes that will help them prepare and participate in their IEP meetings.

PROGRESS Center: Parent form for preparing for the IEP team meeting. https://promotingprogress.org/sites/default/files/2022-10/IEP_premeeting_parent.pdf

Educators can give this form to parents. This structured, fillable form lists a series of questions for parents to answer regarding their student’s education—including goals, priorities, student strengths and needs, and desired supports, to name a few. Each prompt features note-taking boxes that will help them prepare and participate in their student’s IEP meetings.

Ziemke, B. (2020). Tips for IEP teams to help students and families prepare for inclusive postsecondary education. Institute for Community Inclusion. https://thinkcollege.net/sites/default/files/files/resources/TCPub_Tips%20for%20IEP%20Teams_Pacer_Nov2021_R.pdf

This handout for educators on the IEP team—focused on planning for postsecondary education—features a checklist of guiding questions and relevant resources to help determine transition goals and activities for a student with a disability and their family.

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

This website houses the Virginia Department of Education’s Self-Determination Project and is full of resources designed to help students play a larger 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).

NTACT:C: https://transitionta.org/

This website provides tool kits, guides, and resources on implementing evidence-based and promising practices to ensure that students with disabilities graduate prepared for success in postsecondary settings.

Transition Coalition https://transitioncoalition.org/

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.