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Dean, Julia Catherine; Adade-Yeboah, Vandyck; Paolucci, Caitlin; Rowe, Dawn A. – National Technical Assistance Center on Transition, 2020
Career and Technical Education (CTE) has predominantly existed parallel to academic education. Recently however, CTE and academic instruction have begun to intersect and merge. This confluence can be very beneficial for students with disabilities. Careful planning for both academic and CTE instruction is critical. It allows for students with…
Descriptors: Vocational Education, Students with Disabilities, Integrated Curriculum, Educational Legislation
Dean, Julia Catherine; Adade-Yeboah, Vandyck; Paolucci, Caitlin; Rowe, Dawn A. – National Technical Assistance Center on Transition, 2020
Policy generally refers to outlined ways of doing things, which are usually linked to laws. Educational reforms are changes in educational policies, expectations, and implementations. Policy and educational reform includes reforms at the federal, state, and local levels. Examples of federal reform include the passing of the Americans with…
Descriptors: Educational Policy, Educational Change, Vocational Education, Annotated Bibliographies
Dean, Julia Catherine; Adade-Yeboah, Vandyck; Rowe, Dawn A.; Paolucci, Caitlin – National Technical Assistance Center on Transition, 2020
Postsecondary education is any education that occurs after high school. Postsecondary education includes trade school and vocational school as well as community colleges, four year institutions, and postgraduate institutions. Community involvement is what individuals do to be involved within their community. It can include participation in day…
Descriptors: Postsecondary Education, Citizen Participation, Individualized Transition Plans, Students with Disabilities
Dean, Julia Catherine; Adade-Yeboah, Vandyck; Paolucci, Caitlin; Rowe, Dawn A. – National Technical Assistance Center on Transition, 2020
Career and technical education (CTE) is a form of educational service that is centered around preparing students for the workforce. At its core, CTE is intended to bridge the gap between high school education and postsecondary employment by teaching employment skills to students while they are in high school. CTE is vital in transition planning…
Descriptors: Vocational Education, Individualized Transition Plans, Students with Disabilities, Federal Legislation
Dean, Julia Catherine; Adade-Yeboah, Vandyck; Paolucci, Caitlin; Rowe, Dawn A. – National Technical Assistance Center on Transition, 2020
The term educator is defined as, "one skilled in teaching (Merriam-Webster)". In this annotated bibliography, the term educators includes special education teachers, general education teachers, career and technical educators, and any other educators that would be involved in teaching Career and Technical Education (CTE) skills to…
Descriptors: Vocational Education Teachers, Students with Disabilities, Individualized Transition Plans, Special Education Teachers
Gadd, Sonja; Butler, Bettie Ray – National Technical Assistance Center on Transition, 2020
Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS. The purpose of this annotated bibliography is to…
Descriptors: Positive Behavior Supports, Culturally Relevant Education, Intervention, Students with Disabilities
National Technical Assistance Center on Transition, 2020
This practical guide has been developed to help facilitate collaboration and build effective partnerships at the local level between local educational agency (LEA) and vocational rehabilitation (VR) personnel. Unfortunately, there is no magic formula that will instantly create these partnerships; however, there are proven strategies and processes…
Descriptors: Transitional Programs, Partnerships in Education, School Districts, Vocational Rehabilitation
Gadd, Sonja; Butler, Bettie Ray – National Technical Assistance Center on Transition, 2019
Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS (Sugai et al., 2000b). Researchers have often critiqued…
Descriptors: Culturally Relevant Education, Positive Behavior Supports, Intervention, Students with Disabilities
Gadd, Sonja; Butler, Bettie Ray – National Technical Assistance Center on Transition, 2019
The use of restorative practices, now popular in many schools, offer a step forward in the search of a promising solution to the disparate and overly punitive treatment of students of color and students with and at risk for disabilities. Restorative practices are student-centered interventions that are designed to establish positive relationships…
Descriptors: Equal Education, Inclusion, Justice, Conflict Resolution
National Technical Assistance Center on Transition, 2019
Transition planning officially begins between the ages of 14 and 16 for most students with an IEP. However, the process is lifelong. Job Exploration Counseling, or Career counseling/guidance includes a wide variety of activities which help students explore career options and opportunities available. Job exploring options are intended to foster…
Descriptors: Best Practices, Career Counseling, Career Exploration, Career Guidance
Allison, R.; Hyatt, J.; Owens, L.; Clark, K. A.; Test, D. W. – National Technical Assistance Center on Transition, 2019
The National Technical Assistance Center on Transition's (NTACT) Competitive Integrated Employment (CIE) Toolkit was developed in accordance with the requirements of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by the Workforce Innovation and Opportunity Act (WIOA) and the Individuals with Disabilities Education Act (IDEA) as a…
Descriptors: Students with Disabilities, Employment, Transitional Programs, Education Work Relationship
Smith, RaQuaam; Klare, Matthew; Fowler, Catherine – National Technical Assistance Center on Transition: The Collaborative, 2021
This set of resources organizes evidence-based strategies for re-engaging and supporting students with disabilities and their families through school completion. This document is comprised of three related quick references--Part 1: Identify Who Is Missing; Part 2: Re-Engaging Students; and Part 3: Continuing Ongoing Dropout Prevention. Each…
Descriptors: Students with Disabilities, COVID-19, Pandemics, Distance Education
National Technical Assistance Center on Transition: The Collaborative, 2021
The checklist in this document is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. A team should consider the definition of…
Descriptors: School Districts, Self Evaluation (Groups), Check Lists, Predictor Variables
National Technical Assistance Center on Transition: The Collaborative, 2021
This document provides information about the process a school-level team will use to complete the Predictor Implementation School/District Self-Assessment (PISA) (ED629041). This process involves four major steps including (1) identifying team members, (2) establishing a location and time for the meeting, (3) preparing for the meeting, and (4)…
Descriptors: Predictor Variables, Program Implementation, School Districts, Self Evaluation (Groups)
Rusher, Dana – National Technical Assistance Center on Transition, 2018
Transition planning and post-school outcomes for students with autism spectrum disorder (ASD) continue to receive growing attention in both practice and research. The purpose of this annotated bibliography is to summarize relevant research on practices and predictors of post-school success for individuals with ASD and to provide practitioners,…
Descriptors: Autism, Pervasive Developmental Disorders, Transitional Programs, Students with Disabilities
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