Index
Transition Programs for Children and Youth with Diverse Needs
ISBN: 978-1-80117-102-1, eISBN: 978-1-80117-101-4
ISSN: 1479-3636
Publication date: 17 January 2022
Citation
(2022), "Index", Scorgie, K. and Forlin, C. (Ed.) Transition Programs for Children and Youth with Diverse Needs (International Perspectives on Inclusive Education, Vol. 18), Emerald Publishing Limited, Leeds, pp. 291-304. https://doi.org/10.1108/S1479-363620220000018020
Publisher
:Emerald Publishing Limited
Copyright © 2022 Kate Scorgie and Chris Forlin. Published under exclusive licence by Emerald Publishing Limited
INDEX
Acceptance, 10–12, 66–67, 86, 287
Accommodation, 13–14, 20, 161, 285
Achievement gap, 174
Active participation of children and youth with disabilities, 80–81
Adaptations during COVID-19 Pandemic, 70
Adolescents career interventions for, 134–136
Adult Literacy Services (ALS), 270
Adulthood, transition to, 160
Adults
literacy programs, 270–271
neighborhood connections, 271
programs for, 269
Agency, safety, positivity, inclusion, respect, and equity principles (ASPIRE principles), 69, 72
Alberta Association for Community Living (AACL), 192
Allied health support services, 82
Anxiety, 47
expressing, 58
Applied Behavior Analysis (ABA), 79
Aspirations, 48
Assessment, 236
Australian context, transition planning in, 93–95
Australian Skills Authority (ASQA), 95
Australian study
Australian participants and setting, 251–252
Australian study procedures, 252
community reentry and, 251
results, 254–256
Authenticity, 196–197
Autism, 3, 10–11
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Autism Spectrum Disorder (ASD), 11–12, 82
Inclusion Collaboration Model, 80
Becoming, 27–28
practices to deliver effective instruction, 32–33
Behavior disorders, 82
Beijing Rules
, 246
Being, 27–28
practices to build social emotional competence, 31–32
Belonging, 27–28
practices to adjust learning environment, 30–31
Belonging–Being–Becoming structure, 27–28
Bio-ecological model of transition, 66
Blurring transition, 14–15
pathways after ECI, 16–17
Bronfenbrenner’s ecological system theory, 233–234
California Department of Education, 162
California Library Literacy Services (CLLS), 270
California Workability 1 Program, 161–163
benefits, 163–164
challenges associated with, 165–166
job availability, 165–166
need to educate others about WA1 Program, 166
student selection criteria, 165
teacher experiences and perspectives regarding WA1 program, 163–165
teacher outcomes and instructional practices, 164–165
Capability approach theory, 38
Capacity-building, 184–186
Career
career guidance, 128–129, 131
career interventions, 130–131
Career guidance, 128
for inclusive and sustainable future, 129–131
Career interventions, 130–131
for adolescents, 134–136
career guidance for inclusive and sustainable future, 129–131
career interventions for young adults, 136–138
for children, 133–134
effectively manage teaching and learning processes, 132–133
identifying goals to pursue, in terms of knowledge and skills improvement, 131–132
implementing in inclusive perspective, 131–133
incorporate personalization forms, 132
ways to involving people actively, 131
Career Online High School (COHS), 268–269
Career practitioners, 128–129
Caregiver perspectives, PODCAM’s viewpoint on, 277–278
Case Manager (CM), 99–101
Central Application Office (CAO), 148
Cerebral Palsy (CP), 283
Child-focused model, 121–123
Children
with ASD, 11–12
career interventions for, 133–134
with Down syndrome, 17–18
nurturing children with diverse needs, 111–112
optimal development, 13
parent groups providing children and families with opportunities and skills, 280–281
programs for, 269
with SEND, 12
with special needs, 13–14
Children with disability, 5, 275–276
active participation of, 80–81
assisting parents during transition of child with disability from home to school or ECDC, 282–284
engaging community in supporting transition of, 284–285
in pre-schools, 276
City Library, 267–268
Claremont Evaluation Center (CEC), 172
Class teachers, 42–43
Collaboration
barriers to collaboration, 154
collaborative problem-solving, 153
collaborative teams, 94
with faculty, 199–200
with families, 79–80
home-school collaboration, 80
interagency collaboration, 210, 238
parent-teacher collaboration, 210
participatory collaboration, 68
Collaborative consultation, 94
Collaborative culture, 104–105
Collaborative partnership, 64
Committed community engagement, 181
Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students model (CIRCLES model), 210, 213
barriers for interagency collaboration and strategies, 223–224
community-level team, 211–212, 221
evaluating, 219–222
around globe, 218–219
history, 213
IEP Team, 212–213
implementation fidelity evaluation, 220
implications for policy and practice, 224–225
language and operational barriers, 224
in practice, 215–218
research on, 213, 215
school-level team, 212, 222
stakeholder evaluation, 220
structural barriers, 223–224
student-level evaluation, 220–221
success stories, 217
website resources, 219
Communication, 13–14
Community
community engagement, 284–285
community partnerships, 225
community resources, 211–212, 223–224, 258, 270–271
community support services, 250
community-level team, 211–212, 216
engagement in supporting transition of children with disabilities, 284–285
leaders, 285
partnerships, 225
Community reentry
Australian participants and setting, 251–252
Australian study, 251
Australian study procedures, 252
barriers to, 246–251
credibility and trustworthiness of data analysis process, 254
data analysis, 253–254
differences, 259
implications for future research, practice, and policy, 259–260
rationale and research questions, 251
results, 254–257
similarities, 258–259
stakeholders’ perspective, 247–251
strengths and limitations of comparative study, 260
United States study, 251
US participants and setting, 252–253
US study procedures, 253
youth perspective, 246–247
Compulsory education, 38–39
Concordia University of Edmonton (CUE), 192
Confidence, feelings of, 33–34
Consultation, 93–94
Core support approach, 182–184
Core Support Team (CST), 181–184
Corporal punishment, 44
COVID-19 pandemic, 128
intervention adaptations during, 70
Credibility of data analysis process, 254
Critical reflection on intervention, 71–73
work in progress, few critical pointers for future implementation, 72–73
Culture, 103–104
Curriculum framework, 236
Data Sharing and Use Agreement (DSUA), 184
Disabilities, 128
children with, 5
students with, 92, 278–279
Disability Standards for Education (DSE), 93
Disabled persons organizations (DPOs), 276–277
District Office of Transition Services (DOTS), 163
District Strategic Plan, 174
Diversity, 78, 133
cultural diversity, 266, 268
Dual enrollment programs, 177–178
Dynamic model of transition, 66
Early Childhood Development Centre (ECDC), 282–284
Early childhood intervention (ECI), 10
blurring transition pathways after, 16–17
parents in ECI transition process, 11–14
Early intervention, 4–5, 16–17
specialized early intervention therapy, 6
Early Intervention Program, 14
Early Years Model of Practice (EY-MoP), 26–27
frequently used practices, 30–32
impressions, 29–30
model and teacher perspectives, 28–34
model development, 28
model features, 26–28
transition to school, 26
Ecological model of transition, 66
Education
equity, 178
provision, 38–39
quality of, 47–48
system in Malawi, 277
Educational inequality, 103
in South Africa, 67
Effective work transition program, 166–167
Embedding preparation for transition in holistic wellbeing approach, 65–66
Employment, 195–196
California Workability 1 Program, 161–163
challenges associated with California Workability 1 program, 165–166
opportunities for students with disabilities, 160
strategies for developing effective work transition program, 166–167
teacher experiences and perspectives regarding WA1 program, 163–165
Enablers, 19–20
teachers as, 118–119
Enrolment processes in mainstream schools, 95–103
secondary school, 99–103
senior high school, 95–98
Equity, 177–178
Every Student Succeeds Act (ESSA), 224–225
External stakeholders, 237
Family, 19–20
coping, 26
engagement, 26
involvement in school to work transition programs, 239
parent groups providing children and families with opportunities and skills, 280–281
place, 270
well-being, 26
Federation of Disability Organization in Malawi (FEDOMA), 275–276, 278
Feedback, 120
loop, 72–73
Feelings of knowledge and confidence, 33–34
First generation learner experiences
aspirations, 48
context and background, 38–39
contextual data, 43
data collection procedures, 41–43
ethical issues, 43–44
experiences, ambition, and attitudes, 44–47
locating research, 40
methods, 41–43
observations, 43–44
quality of education, 47–48
relationships, 48–49
research design, 41
sustainability, 49–50
Flexible Integration Model, 80–81
Friends, 6
friendships, 59
“Fulfill the Dream” program, 135
Full time special education (FT), 99
Funding, 271–272
transformative experience of volunteering, 271–272
Globalization, 128
Grade 7 peer support group, 68
Grade 8 students work, 69
Gram Panchayat, 43
Guidance counselors, 162
High school (HS), 173–174
Higher Education Opportunity Act, 146
Higher School Certificate (HSC), 95
Holistic wellbeing approach, 65–66, 72
Home–school–home transition, 115–116
Homework, 58–59
Human resource development issues, 240–241
In-school resource centers, 285
Inclusion, 196–197
promoting school and teacher practices for, 286–288
Inclusion Alberta, 192–193, 197
collaboration with faculty, 199–200
facilitating relationships, 198–199
foundational desired outcomes, 195–196
inclusion and authenticity, 196–197
normative life process, 194–195
perspective from inclusion Alberta regional coordinator, 197–200
inclusionED
, 26
Inclusive communities
creation, 110–112
cultivate environment for social inclusion, 118
promote collaboration and teambuilding, 119–120
promoting whole school approach, 121
strategies for creating inclusive school community, 118–121
view teachers as enablers, 118–119
Inclusive culture of inclusion, 20–21
Inclusive education. See also Special education (SE), 78
inclusive school ethos, 84–85
inclusive schooling, 87
Inclusive Educational Setting, 20
Inclusive philosophy, 151–152
Inclusive postsecondary education, 192–193
benefits of experience, 204–205
Inclusion Alberta, 193–197
perspective from cue associate professor, 201–205
perspective from inclusion Alberta regional coordinator, 197–200
student’s experience, 200–201
success with Asterisk, 202–204
Inclusive schools
ethos, 151–152
special schools to, 78
India, 38–39
Indian education system, 39, 47
Individual Education Plans (IEPs), 57–58, 94, 151, 160, 287
parents, 218
students, 216–218
teachers, 216
team, 212–213, 216, 218
Individual planning process for students with diverse needs, 122
Individualized Transition Plan (ITP), 162, 235
Individuals with Disabilities Education Act of 2004 (IDEA), 161, 224–225
Indonesia, 231
Indonesian context, school to work transition programs in, 231–233
advance school to work transition programs for students with disabilities, 233–238
improving employment-related outcomes, 232–233
Inductive content analysis, 253
Innovation, 103–104, 119
Institute for Education Sciences (IES), 213
Instructional assistants, teacher aides, 60–61
Instructional practices, 120, 163
systematic instruction, 32
Integrated Early Childhood Development Education (IECDE), 275–276
Integrated Education of Disabled Children (IEDC), 38–39
Integrative process-orientation approach, 66
Intellectual disabilities, 10–11
barriers to successful post-secondary transitions for students with, 144–145
post-secondary transitions for students with intellectual disabilities in Republic of Ireland, 146–147
Interagency collaboration, 210, 238
International education systems, 82
Intersegmental collaboration, 175–177
today’s education transition challenges call for, 172–175
Job availability
employer willingness to accept students for WA1 training, 166
location of job, 165–166
Job location, 165–166
Juvenile justice (JJ), 246
transition reentry, 250
Key Learning Area (KLA), 101
Knowledge, 13–14
feelings of, 33–34
Knowledge and Human Development Authority (KHDA), 18–19
Language barriers, 224
Latinx community in Southern California, 267
Leadership, 69, 99
school principals, 148
Leamos
, 268
Learners
differences in parents’ perspectives, 17–19
first generation learners, 38–39
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Learning, 195–196
communities, 110
processes, 132–133
Learning and Support Teacher (LaST), 96
Learning environment
child-focused model, 121–123
every child as everyone’s responsibility, 114–118
schooling process, 110–112
strategies for creating inclusive school community, 118–121
transitioning complexity of primary and secondary schools, 112
Learning support officers (LSOs), 95
Learning Support Team, 94
Levels of Collaboration Scale
, 220
Libraries, 265–266
adult literacy programs, 270–271
City Library, 267–268
family place, 270
funding, 271–272
literacy programs, 266
programs and services, 268–269
programs for adults, 269
programs for children and young adults, 269
Life Design International Research Group, 130, 135
Life enriching experiences, 195–196
Literacy, 265–266
development, 266
programs, 266, 270–271
Local leaders, 285
Location of job, 165–166
Mainstream classrooms, practices in, 28
Malawi Junior Certificate (JCE), 284
Malawi Schools Certificate of Education (MSCE), 284
Memorandums of Understanding (MOUs), 223
Mental health considerations, 82
Middle Years Model of Practice (MY-MoP), 26
Migration, 48
Ministry of Community Development (MOCD), 18–19
Ministry of Education (MOE), 18–19
Mixed-method research study, 14
Model of Practice, 30
Early Years Model of Practice, 26–27
Model of Transition, 15
Mother Groups, 285
MPOWER program, 137
National Assessment Program–Literacy and Numeracy (NAPLAN), 99, 103
National Education Evaluation and Development Unit (NEEDU), 64–65
National Inclusive Education Strategy, 277–278
National Longitudinal Transition Study-2, 160
Nationally Consistent Collection of Data (NCCD), 95–96
Neighborhood connections, 271
Non-government organization (NGO), 41, 276–277
Normative life process, 194–195
Nurturing children with diverse needs, 111–112
One-way ANOVA, 18–19
Operational barriers, 224
Organisation for Economic Co-operation and Development (OECD), 92
Organizational Chart, 102
Parent Teacher Associations (PTAs), 285
Parent(s), 116–118, 218, 276–277
advocacy, 287
assisting parents during transition of child with disability from home to school or ECDC, 282–284
challenges described by parents during transition, 12–13
children with disability, 275–276
in ECI transition process, 11–14
emotions and feelings, 27
engaging community in supporting transition of children with disabilities, 284–285
groups providing children and families with opportunities and skills, 280–281
interviews, 41–42
labeling, 5
negotiation with, 6
parent groups provide children and families with opportunities and skills, 280–281
parent-teacher meetings, 5
parent–child transactions, 10
perspectives, 10
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
promoting school and teacher practices for inclusion, 286–288
responsibility, 5, 17–18
strategies promoting effective transition, 13–14
stress, 6
support groups, 278
supporting school entry for students with disability, 278–279
thoughts on school, 4–5
transition as stressful to parents and families, 11–12
transition in parents’ perspectives, 17–19
Parental involvement in ECI, 13
Parents of Disabled Children Association of Malawi (PODCAM), 278
viewpoint on teacher or caregiver perspectives, 277–278
Partnerships, 137–138
Pedagogy, 60–61, 121
Peer relationships, 56
interpersonal relationships, 64, 73
peer mentoring, 70
Peer-support approach, 68
Person-centered planning (PCP), 235
Personalization forms, 132
Personnel models of support, 81, 83
Physical disability, 82
Physical social wellbeing, 276–277
PK-12-postsecondary, 172
Placement models of support, 81–82
Positive Development Program, 201
Positive feedback loop strategy, 72–73
Positive identity and self-confidence, 195–196
Positive Youth Development approach, 129–130
Post school transition, preparing for, 59–60
Post-school outcomes of students with disabilities, 230–231
Post-secondary education, 146, 148, 152, 161, 194
Post-secondary transition planning
barriers to post-secondary transitions for students with intellectual disabilities, 144–145
factors shape positive transitions from school, 146
findings, 148–152
importance of inclusive school ethos, 151–152
lack of clarity, 149–150
limitations of guidance provision, 148
perceived transition obstacles, 150–151
for students with intellectual disabilities in Republic of Ireland, 146–147
transition planning, 152–155
Practice model
EY-MoP, 26–27
MY-MoP, 26
Pre-kindergarten through 12th grade school (PK-12 school), 172
Primary school(ing), 57
transitioning complexity of, 112
Primary to secondary school transition
critical reflection on intervention, 71–73
embedding preparation for transition in holistic wellbeing approach, 65–66
evolution of intervention over period of 4 years, 70–71
in South African context, 64–65
South African intervention, 67–70
transition period from, 64, 71
Principal, 5–6, 95–96, 241
Professionals, 92–93, 128
development, 61
Project for Integrated Education for the Disabled (PIED), 38–39
Psycho-social wellbeing, 276–277
Public libraries, 267
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
California Department of Education, 162
California Library Literacy Services (CLLS), 270
California Workability 1 Program, 161–163
benefits, 163–164
challenges associated with, 165–166
job availability, 165–166
need to educate others about WA1 Program, 166
student selection criteria, 165
teacher experiences and perspectives regarding WA1 program, 163–165
teacher outcomes and instructional practices, 164–165
Capability approach theory, 38
Capacity-building, 184–186
Career
career guidance, 128–129, 131
career interventions, 130–131
Career guidance, 128
for inclusive and sustainable future, 129–131
Career interventions, 130–131
for adolescents, 134–136
career guidance for inclusive and sustainable future, 129–131
career interventions for young adults, 136–138
for children, 133–134
effectively manage teaching and learning processes, 132–133
identifying goals to pursue, in terms of knowledge and skills improvement, 131–132
implementing in inclusive perspective, 131–133
incorporate personalization forms, 132
ways to involving people actively, 131
Career Online High School (COHS), 268–269
Career practitioners, 128–129
Caregiver perspectives, PODCAM’s viewpoint on, 277–278
Case Manager (CM), 99–101
Central Application Office (CAO), 148
Cerebral Palsy (CP), 283
Child-focused model, 121–123
Children
with ASD, 11–12
career interventions for, 133–134
with Down syndrome, 17–18
nurturing children with diverse needs, 111–112
optimal development, 13
parent groups providing children and families with opportunities and skills, 280–281
programs for, 269
with SEND, 12
with special needs, 13–14
Children with disability, 5, 275–276
active participation of, 80–81
assisting parents during transition of child with disability from home to school or ECDC, 282–284
engaging community in supporting transition of, 284–285
in pre-schools, 276
City Library, 267–268
Claremont Evaluation Center (CEC), 172
Class teachers, 42–43
Collaboration
barriers to collaboration, 154
collaborative problem-solving, 153
collaborative teams, 94
with faculty, 199–200
with families, 79–80
home-school collaboration, 80
interagency collaboration, 210, 238
parent-teacher collaboration, 210
participatory collaboration, 68
Collaborative consultation, 94
Collaborative culture, 104–105
Collaborative partnership, 64
Committed community engagement, 181
Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students model (CIRCLES model), 210, 213
barriers for interagency collaboration and strategies, 223–224
community-level team, 211–212, 221
evaluating, 219–222
around globe, 218–219
history, 213
IEP Team, 212–213
implementation fidelity evaluation, 220
implications for policy and practice, 224–225
language and operational barriers, 224
in practice, 215–218
research on, 213, 215
school-level team, 212, 222
stakeholder evaluation, 220
structural barriers, 223–224
student-level evaluation, 220–221
success stories, 217
website resources, 219
Communication, 13–14
Community
community engagement, 284–285
community partnerships, 225
community resources, 211–212, 223–224, 258, 270–271
community support services, 250
community-level team, 211–212, 216
engagement in supporting transition of children with disabilities, 284–285
leaders, 285
partnerships, 225
Community reentry
Australian participants and setting, 251–252
Australian study, 251
Australian study procedures, 252
barriers to, 246–251
credibility and trustworthiness of data analysis process, 254
data analysis, 253–254
differences, 259
implications for future research, practice, and policy, 259–260
rationale and research questions, 251
results, 254–257
similarities, 258–259
stakeholders’ perspective, 247–251
strengths and limitations of comparative study, 260
United States study, 251
US participants and setting, 252–253
US study procedures, 253
youth perspective, 246–247
Compulsory education, 38–39
Concordia University of Edmonton (CUE), 192
Confidence, feelings of, 33–34
Consultation, 93–94
Core support approach, 182–184
Core Support Team (CST), 181–184
Corporal punishment, 44
COVID-19 pandemic, 128
intervention adaptations during, 70
Credibility of data analysis process, 254
Critical reflection on intervention, 71–73
work in progress, few critical pointers for future implementation, 72–73
Culture, 103–104
Curriculum framework, 236
Data Sharing and Use Agreement (DSUA), 184
Disabilities, 128
children with, 5
students with, 92, 278–279
Disability Standards for Education (DSE), 93
Disabled persons organizations (DPOs), 276–277
District Office of Transition Services (DOTS), 163
District Strategic Plan, 174
Diversity, 78, 133
cultural diversity, 266, 268
Dual enrollment programs, 177–178
Dynamic model of transition, 66
Early Childhood Development Centre (ECDC), 282–284
Early childhood intervention (ECI), 10
blurring transition pathways after, 16–17
parents in ECI transition process, 11–14
Early intervention, 4–5, 16–17
specialized early intervention therapy, 6
Early Intervention Program, 14
Early Years Model of Practice (EY-MoP), 26–27
frequently used practices, 30–32
impressions, 29–30
model and teacher perspectives, 28–34
model development, 28
model features, 26–28
transition to school, 26
Ecological model of transition, 66
Education
equity, 178
provision, 38–39
quality of, 47–48
system in Malawi, 277
Educational inequality, 103
in South Africa, 67
Effective work transition program, 166–167
Embedding preparation for transition in holistic wellbeing approach, 65–66
Employment, 195–196
California Workability 1 Program, 161–163
challenges associated with California Workability 1 program, 165–166
opportunities for students with disabilities, 160
strategies for developing effective work transition program, 166–167
teacher experiences and perspectives regarding WA1 program, 163–165
Enablers, 19–20
teachers as, 118–119
Enrolment processes in mainstream schools, 95–103
secondary school, 99–103
senior high school, 95–98
Equity, 177–178
Every Student Succeeds Act (ESSA), 224–225
External stakeholders, 237
Family, 19–20
coping, 26
engagement, 26
involvement in school to work transition programs, 239
parent groups providing children and families with opportunities and skills, 280–281
place, 270
well-being, 26
Federation of Disability Organization in Malawi (FEDOMA), 275–276, 278
Feedback, 120
loop, 72–73
Feelings of knowledge and confidence, 33–34
First generation learner experiences
aspirations, 48
context and background, 38–39
contextual data, 43
data collection procedures, 41–43
ethical issues, 43–44
experiences, ambition, and attitudes, 44–47
locating research, 40
methods, 41–43
observations, 43–44
quality of education, 47–48
relationships, 48–49
research design, 41
sustainability, 49–50
Flexible Integration Model, 80–81
Friends, 6
friendships, 59
“Fulfill the Dream” program, 135
Full time special education (FT), 99
Funding, 271–272
transformative experience of volunteering, 271–272
Globalization, 128
Grade 7 peer support group, 68
Grade 8 students work, 69
Gram Panchayat, 43
Guidance counselors, 162
High school (HS), 173–174
Higher Education Opportunity Act, 146
Higher School Certificate (HSC), 95
Holistic wellbeing approach, 65–66, 72
Home–school–home transition, 115–116
Homework, 58–59
Human resource development issues, 240–241
In-school resource centers, 285
Inclusion, 196–197
promoting school and teacher practices for, 286–288
Inclusion Alberta, 192–193, 197
collaboration with faculty, 199–200
facilitating relationships, 198–199
foundational desired outcomes, 195–196
inclusion and authenticity, 196–197
normative life process, 194–195
perspective from inclusion Alberta regional coordinator, 197–200
inclusionED
, 26
Inclusive communities
creation, 110–112
cultivate environment for social inclusion, 118
promote collaboration and teambuilding, 119–120
promoting whole school approach, 121
strategies for creating inclusive school community, 118–121
view teachers as enablers, 118–119
Inclusive culture of inclusion, 20–21
Inclusive education. See also Special education (SE), 78
inclusive school ethos, 84–85
inclusive schooling, 87
Inclusive Educational Setting, 20
Inclusive philosophy, 151–152
Inclusive postsecondary education, 192–193
benefits of experience, 204–205
Inclusion Alberta, 193–197
perspective from cue associate professor, 201–205
perspective from inclusion Alberta regional coordinator, 197–200
student’s experience, 200–201
success with Asterisk, 202–204
Inclusive schools
ethos, 151–152
special schools to, 78
India, 38–39
Indian education system, 39, 47
Individual Education Plans (IEPs), 57–58, 94, 151, 160, 287
parents, 218
students, 216–218
teachers, 216
team, 212–213, 216, 218
Individual planning process for students with diverse needs, 122
Individualized Transition Plan (ITP), 162, 235
Individuals with Disabilities Education Act of 2004 (IDEA), 161, 224–225
Indonesia, 231
Indonesian context, school to work transition programs in, 231–233
advance school to work transition programs for students with disabilities, 233–238
improving employment-related outcomes, 232–233
Inductive content analysis, 253
Innovation, 103–104, 119
Institute for Education Sciences (IES), 213
Instructional assistants, teacher aides, 60–61
Instructional practices, 120, 163
systematic instruction, 32
Integrated Early Childhood Development Education (IECDE), 275–276
Integrated Education of Disabled Children (IEDC), 38–39
Integrative process-orientation approach, 66
Intellectual disabilities, 10–11
barriers to successful post-secondary transitions for students with, 144–145
post-secondary transitions for students with intellectual disabilities in Republic of Ireland, 146–147
Interagency collaboration, 210, 238
International education systems, 82
Intersegmental collaboration, 175–177
today’s education transition challenges call for, 172–175
Job availability
employer willingness to accept students for WA1 training, 166
location of job, 165–166
Job location, 165–166
Juvenile justice (JJ), 246
transition reentry, 250
Key Learning Area (KLA), 101
Knowledge, 13–14
feelings of, 33–34
Knowledge and Human Development Authority (KHDA), 18–19
Language barriers, 224
Latinx community in Southern California, 267
Leadership, 69, 99
school principals, 148
Leamos
, 268
Learners
differences in parents’ perspectives, 17–19
first generation learners, 38–39
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Learning, 195–196
communities, 110
processes, 132–133
Learning and Support Teacher (LaST), 96
Learning environment
child-focused model, 121–123
every child as everyone’s responsibility, 114–118
schooling process, 110–112
strategies for creating inclusive school community, 118–121
transitioning complexity of primary and secondary schools, 112
Learning support officers (LSOs), 95
Learning Support Team, 94
Levels of Collaboration Scale
, 220
Libraries, 265–266
adult literacy programs, 270–271
City Library, 267–268
family place, 270
funding, 271–272
literacy programs, 266
programs and services, 268–269
programs for adults, 269
programs for children and young adults, 269
Life Design International Research Group, 130, 135
Life enriching experiences, 195–196
Literacy, 265–266
development, 266
programs, 266, 270–271
Local leaders, 285
Location of job, 165–166
Mainstream classrooms, practices in, 28
Malawi Junior Certificate (JCE), 284
Malawi Schools Certificate of Education (MSCE), 284
Memorandums of Understanding (MOUs), 223
Mental health considerations, 82
Middle Years Model of Practice (MY-MoP), 26
Migration, 48
Ministry of Community Development (MOCD), 18–19
Ministry of Education (MOE), 18–19
Mixed-method research study, 14
Model of Practice, 30
Early Years Model of Practice, 26–27
Model of Transition, 15
Mother Groups, 285
MPOWER program, 137
National Assessment Program–Literacy and Numeracy (NAPLAN), 99, 103
National Education Evaluation and Development Unit (NEEDU), 64–65
National Inclusive Education Strategy, 277–278
National Longitudinal Transition Study-2, 160
Nationally Consistent Collection of Data (NCCD), 95–96
Neighborhood connections, 271
Non-government organization (NGO), 41, 276–277
Normative life process, 194–195
Nurturing children with diverse needs, 111–112
One-way ANOVA, 18–19
Operational barriers, 224
Organisation for Economic Co-operation and Development (OECD), 92
Organizational Chart, 102
Parent Teacher Associations (PTAs), 285
Parent(s), 116–118, 218, 276–277
advocacy, 287
assisting parents during transition of child with disability from home to school or ECDC, 282–284
challenges described by parents during transition, 12–13
children with disability, 275–276
in ECI transition process, 11–14
emotions and feelings, 27
engaging community in supporting transition of children with disabilities, 284–285
groups providing children and families with opportunities and skills, 280–281
interviews, 41–42
labeling, 5
negotiation with, 6
parent groups provide children and families with opportunities and skills, 280–281
parent-teacher meetings, 5
parent–child transactions, 10
perspectives, 10
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
promoting school and teacher practices for inclusion, 286–288
responsibility, 5, 17–18
strategies promoting effective transition, 13–14
stress, 6
support groups, 278
supporting school entry for students with disability, 278–279
thoughts on school, 4–5
transition as stressful to parents and families, 11–12
transition in parents’ perspectives, 17–19
Parental involvement in ECI, 13
Parents of Disabled Children Association of Malawi (PODCAM), 278
viewpoint on teacher or caregiver perspectives, 277–278
Partnerships, 137–138
Pedagogy, 60–61, 121
Peer relationships, 56
interpersonal relationships, 64, 73
peer mentoring, 70
Peer-support approach, 68
Person-centered planning (PCP), 235
Personalization forms, 132
Personnel models of support, 81, 83
Physical disability, 82
Physical social wellbeing, 276–277
PK-12-postsecondary, 172
Placement models of support, 81–82
Positive Development Program, 201
Positive feedback loop strategy, 72–73
Positive identity and self-confidence, 195–196
Positive Youth Development approach, 129–130
Post school transition, preparing for, 59–60
Post-school outcomes of students with disabilities, 230–231
Post-secondary education, 146, 148, 152, 161, 194
Post-secondary transition planning
barriers to post-secondary transitions for students with intellectual disabilities, 144–145
factors shape positive transitions from school, 146
findings, 148–152
importance of inclusive school ethos, 151–152
lack of clarity, 149–150
limitations of guidance provision, 148
perceived transition obstacles, 150–151
for students with intellectual disabilities in Republic of Ireland, 146–147
transition planning, 152–155
Practice model
EY-MoP, 26–27
MY-MoP, 26
Pre-kindergarten through 12th grade school (PK-12 school), 172
Primary school(ing), 57
transitioning complexity of, 112
Primary to secondary school transition
critical reflection on intervention, 71–73
embedding preparation for transition in holistic wellbeing approach, 65–66
evolution of intervention over period of 4 years, 70–71
in South African context, 64–65
South African intervention, 67–70
transition period from, 64, 71
Principal, 5–6, 95–96, 241
Professionals, 92–93, 128
development, 61
Project for Integrated Education for the Disabled (PIED), 38–39
Psycho-social wellbeing, 276–277
Public libraries, 267
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
Early Childhood Development Centre (ECDC), 282–284
Early childhood intervention (ECI), 10
blurring transition pathways after, 16–17
parents in ECI transition process, 11–14
Early intervention, 4–5, 16–17
specialized early intervention therapy, 6
Early Intervention Program, 14
Early Years Model of Practice (EY-MoP), 26–27
frequently used practices, 30–32
impressions, 29–30
model and teacher perspectives, 28–34
model development, 28
model features, 26–28
transition to school, 26
Ecological model of transition, 66
Education
equity, 178
provision, 38–39
quality of, 47–48
system in Malawi, 277
Educational inequality, 103
in South Africa, 67
Effective work transition program, 166–167
Embedding preparation for transition in holistic wellbeing approach, 65–66
Employment, 195–196
California Workability 1 Program, 161–163
challenges associated with California Workability 1 program, 165–166
opportunities for students with disabilities, 160
strategies for developing effective work transition program, 166–167
teacher experiences and perspectives regarding WA1 program, 163–165
Enablers, 19–20
teachers as, 118–119
Enrolment processes in mainstream schools, 95–103
secondary school, 99–103
senior high school, 95–98
Equity, 177–178
Every Student Succeeds Act (ESSA), 224–225
External stakeholders, 237
Family, 19–20
coping, 26
engagement, 26
involvement in school to work transition programs, 239
parent groups providing children and families with opportunities and skills, 280–281
place, 270
well-being, 26
Federation of Disability Organization in Malawi (FEDOMA), 275–276, 278
Feedback, 120
loop, 72–73
Feelings of knowledge and confidence, 33–34
First generation learner experiences
aspirations, 48
context and background, 38–39
contextual data, 43
data collection procedures, 41–43
ethical issues, 43–44
experiences, ambition, and attitudes, 44–47
locating research, 40
methods, 41–43
observations, 43–44
quality of education, 47–48
relationships, 48–49
research design, 41
sustainability, 49–50
Flexible Integration Model, 80–81
Friends, 6
friendships, 59
“Fulfill the Dream” program, 135
Full time special education (FT), 99
Funding, 271–272
transformative experience of volunteering, 271–272
Globalization, 128
Grade 7 peer support group, 68
Grade 8 students work, 69
Gram Panchayat, 43
Guidance counselors, 162
High school (HS), 173–174
Higher Education Opportunity Act, 146
Higher School Certificate (HSC), 95
Holistic wellbeing approach, 65–66, 72
Home–school–home transition, 115–116
Homework, 58–59
Human resource development issues, 240–241
In-school resource centers, 285
Inclusion, 196–197
promoting school and teacher practices for, 286–288
Inclusion Alberta, 192–193, 197
collaboration with faculty, 199–200
facilitating relationships, 198–199
foundational desired outcomes, 195–196
inclusion and authenticity, 196–197
normative life process, 194–195
perspective from inclusion Alberta regional coordinator, 197–200
inclusionED
, 26
Inclusive communities
creation, 110–112
cultivate environment for social inclusion, 118
promote collaboration and teambuilding, 119–120
promoting whole school approach, 121
strategies for creating inclusive school community, 118–121
view teachers as enablers, 118–119
Inclusive culture of inclusion, 20–21
Inclusive education. See also Special education (SE), 78
inclusive school ethos, 84–85
inclusive schooling, 87
Inclusive Educational Setting, 20
Inclusive philosophy, 151–152
Inclusive postsecondary education, 192–193
benefits of experience, 204–205
Inclusion Alberta, 193–197
perspective from cue associate professor, 201–205
perspective from inclusion Alberta regional coordinator, 197–200
student’s experience, 200–201
success with Asterisk, 202–204
Inclusive schools
ethos, 151–152
special schools to, 78
India, 38–39
Indian education system, 39, 47
Individual Education Plans (IEPs), 57–58, 94, 151, 160, 287
parents, 218
students, 216–218
teachers, 216
team, 212–213, 216, 218
Individual planning process for students with diverse needs, 122
Individualized Transition Plan (ITP), 162, 235
Individuals with Disabilities Education Act of 2004 (IDEA), 161, 224–225
Indonesia, 231
Indonesian context, school to work transition programs in, 231–233
advance school to work transition programs for students with disabilities, 233–238
improving employment-related outcomes, 232–233
Inductive content analysis, 253
Innovation, 103–104, 119
Institute for Education Sciences (IES), 213
Instructional assistants, teacher aides, 60–61
Instructional practices, 120, 163
systematic instruction, 32
Integrated Early Childhood Development Education (IECDE), 275–276
Integrated Education of Disabled Children (IEDC), 38–39
Integrative process-orientation approach, 66
Intellectual disabilities, 10–11
barriers to successful post-secondary transitions for students with, 144–145
post-secondary transitions for students with intellectual disabilities in Republic of Ireland, 146–147
Interagency collaboration, 210, 238
International education systems, 82
Intersegmental collaboration, 175–177
today’s education transition challenges call for, 172–175
Job availability
employer willingness to accept students for WA1 training, 166
location of job, 165–166
Job location, 165–166
Juvenile justice (JJ), 246
transition reentry, 250
Key Learning Area (KLA), 101
Knowledge, 13–14
feelings of, 33–34
Knowledge and Human Development Authority (KHDA), 18–19
Language barriers, 224
Latinx community in Southern California, 267
Leadership, 69, 99
school principals, 148
Leamos
, 268
Learners
differences in parents’ perspectives, 17–19
first generation learners, 38–39
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Learning, 195–196
communities, 110
processes, 132–133
Learning and Support Teacher (LaST), 96
Learning environment
child-focused model, 121–123
every child as everyone’s responsibility, 114–118
schooling process, 110–112
strategies for creating inclusive school community, 118–121
transitioning complexity of primary and secondary schools, 112
Learning support officers (LSOs), 95
Learning Support Team, 94
Levels of Collaboration Scale
, 220
Libraries, 265–266
adult literacy programs, 270–271
City Library, 267–268
family place, 270
funding, 271–272
literacy programs, 266
programs and services, 268–269
programs for adults, 269
programs for children and young adults, 269
Life Design International Research Group, 130, 135
Life enriching experiences, 195–196
Literacy, 265–266
development, 266
programs, 266, 270–271
Local leaders, 285
Location of job, 165–166
Mainstream classrooms, practices in, 28
Malawi Junior Certificate (JCE), 284
Malawi Schools Certificate of Education (MSCE), 284
Memorandums of Understanding (MOUs), 223
Mental health considerations, 82
Middle Years Model of Practice (MY-MoP), 26
Migration, 48
Ministry of Community Development (MOCD), 18–19
Ministry of Education (MOE), 18–19
Mixed-method research study, 14
Model of Practice, 30
Early Years Model of Practice, 26–27
Model of Transition, 15
Mother Groups, 285
MPOWER program, 137
National Assessment Program–Literacy and Numeracy (NAPLAN), 99, 103
National Education Evaluation and Development Unit (NEEDU), 64–65
National Inclusive Education Strategy, 277–278
National Longitudinal Transition Study-2, 160
Nationally Consistent Collection of Data (NCCD), 95–96
Neighborhood connections, 271
Non-government organization (NGO), 41, 276–277
Normative life process, 194–195
Nurturing children with diverse needs, 111–112
One-way ANOVA, 18–19
Operational barriers, 224
Organisation for Economic Co-operation and Development (OECD), 92
Organizational Chart, 102
Parent Teacher Associations (PTAs), 285
Parent(s), 116–118, 218, 276–277
advocacy, 287
assisting parents during transition of child with disability from home to school or ECDC, 282–284
challenges described by parents during transition, 12–13
children with disability, 275–276
in ECI transition process, 11–14
emotions and feelings, 27
engaging community in supporting transition of children with disabilities, 284–285
groups providing children and families with opportunities and skills, 280–281
interviews, 41–42
labeling, 5
negotiation with, 6
parent groups provide children and families with opportunities and skills, 280–281
parent-teacher meetings, 5
parent–child transactions, 10
perspectives, 10
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
promoting school and teacher practices for inclusion, 286–288
responsibility, 5, 17–18
strategies promoting effective transition, 13–14
stress, 6
support groups, 278
supporting school entry for students with disability, 278–279
thoughts on school, 4–5
transition as stressful to parents and families, 11–12
transition in parents’ perspectives, 17–19
Parental involvement in ECI, 13
Parents of Disabled Children Association of Malawi (PODCAM), 278
viewpoint on teacher or caregiver perspectives, 277–278
Partnerships, 137–138
Pedagogy, 60–61, 121
Peer relationships, 56
interpersonal relationships, 64, 73
peer mentoring, 70
Peer-support approach, 68
Person-centered planning (PCP), 235
Personalization forms, 132
Personnel models of support, 81, 83
Physical disability, 82
Physical social wellbeing, 276–277
PK-12-postsecondary, 172
Placement models of support, 81–82
Positive Development Program, 201
Positive feedback loop strategy, 72–73
Positive identity and self-confidence, 195–196
Positive Youth Development approach, 129–130
Post school transition, preparing for, 59–60
Post-school outcomes of students with disabilities, 230–231
Post-secondary education, 146, 148, 152, 161, 194
Post-secondary transition planning
barriers to post-secondary transitions for students with intellectual disabilities, 144–145
factors shape positive transitions from school, 146
findings, 148–152
importance of inclusive school ethos, 151–152
lack of clarity, 149–150
limitations of guidance provision, 148
perceived transition obstacles, 150–151
for students with intellectual disabilities in Republic of Ireland, 146–147
transition planning, 152–155
Practice model
EY-MoP, 26–27
MY-MoP, 26
Pre-kindergarten through 12th grade school (PK-12 school), 172
Primary school(ing), 57
transitioning complexity of, 112
Primary to secondary school transition
critical reflection on intervention, 71–73
embedding preparation for transition in holistic wellbeing approach, 65–66
evolution of intervention over period of 4 years, 70–71
in South African context, 64–65
South African intervention, 67–70
transition period from, 64, 71
Principal, 5–6, 95–96, 241
Professionals, 92–93, 128
development, 61
Project for Integrated Education for the Disabled (PIED), 38–39
Psycho-social wellbeing, 276–277
Public libraries, 267
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
Globalization, 128
Grade 7 peer support group, 68
Grade 8 students work, 69
Gram Panchayat, 43
Guidance counselors, 162
High school (HS), 173–174
Higher Education Opportunity Act, 146
Higher School Certificate (HSC), 95
Holistic wellbeing approach, 65–66, 72
Home–school–home transition, 115–116
Homework, 58–59
Human resource development issues, 240–241
In-school resource centers, 285
Inclusion, 196–197
promoting school and teacher practices for, 286–288
Inclusion Alberta, 192–193, 197
collaboration with faculty, 199–200
facilitating relationships, 198–199
foundational desired outcomes, 195–196
inclusion and authenticity, 196–197
normative life process, 194–195
perspective from inclusion Alberta regional coordinator, 197–200
inclusionED
, 26
Inclusive communities
creation, 110–112
cultivate environment for social inclusion, 118
promote collaboration and teambuilding, 119–120
promoting whole school approach, 121
strategies for creating inclusive school community, 118–121
view teachers as enablers, 118–119
Inclusive culture of inclusion, 20–21
Inclusive education. See also Special education (SE), 78
inclusive school ethos, 84–85
inclusive schooling, 87
Inclusive Educational Setting, 20
Inclusive philosophy, 151–152
Inclusive postsecondary education, 192–193
benefits of experience, 204–205
Inclusion Alberta, 193–197
perspective from cue associate professor, 201–205
perspective from inclusion Alberta regional coordinator, 197–200
student’s experience, 200–201
success with Asterisk, 202–204
Inclusive schools
ethos, 151–152
special schools to, 78
India, 38–39
Indian education system, 39, 47
Individual Education Plans (IEPs), 57–58, 94, 151, 160, 287
parents, 218
students, 216–218
teachers, 216
team, 212–213, 216, 218
Individual planning process for students with diverse needs, 122
Individualized Transition Plan (ITP), 162, 235
Individuals with Disabilities Education Act of 2004 (IDEA), 161, 224–225
Indonesia, 231
Indonesian context, school to work transition programs in, 231–233
advance school to work transition programs for students with disabilities, 233–238
improving employment-related outcomes, 232–233
Inductive content analysis, 253
Innovation, 103–104, 119
Institute for Education Sciences (IES), 213
Instructional assistants, teacher aides, 60–61
Instructional practices, 120, 163
systematic instruction, 32
Integrated Early Childhood Development Education (IECDE), 275–276
Integrated Education of Disabled Children (IEDC), 38–39
Integrative process-orientation approach, 66
Intellectual disabilities, 10–11
barriers to successful post-secondary transitions for students with, 144–145
post-secondary transitions for students with intellectual disabilities in Republic of Ireland, 146–147
Interagency collaboration, 210, 238
International education systems, 82
Intersegmental collaboration, 175–177
today’s education transition challenges call for, 172–175
Job availability
employer willingness to accept students for WA1 training, 166
location of job, 165–166
Job location, 165–166
Juvenile justice (JJ), 246
transition reentry, 250
Key Learning Area (KLA), 101
Knowledge, 13–14
feelings of, 33–34
Knowledge and Human Development Authority (KHDA), 18–19
Language barriers, 224
Latinx community in Southern California, 267
Leadership, 69, 99
school principals, 148
Leamos
, 268
Learners
differences in parents’ perspectives, 17–19
first generation learners, 38–39
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Learning, 195–196
communities, 110
processes, 132–133
Learning and Support Teacher (LaST), 96
Learning environment
child-focused model, 121–123
every child as everyone’s responsibility, 114–118
schooling process, 110–112
strategies for creating inclusive school community, 118–121
transitioning complexity of primary and secondary schools, 112
Learning support officers (LSOs), 95
Learning Support Team, 94
Levels of Collaboration Scale
, 220
Libraries, 265–266
adult literacy programs, 270–271
City Library, 267–268
family place, 270
funding, 271–272
literacy programs, 266
programs and services, 268–269
programs for adults, 269
programs for children and young adults, 269
Life Design International Research Group, 130, 135
Life enriching experiences, 195–196
Literacy, 265–266
development, 266
programs, 266, 270–271
Local leaders, 285
Location of job, 165–166
Mainstream classrooms, practices in, 28
Malawi Junior Certificate (JCE), 284
Malawi Schools Certificate of Education (MSCE), 284
Memorandums of Understanding (MOUs), 223
Mental health considerations, 82
Middle Years Model of Practice (MY-MoP), 26
Migration, 48
Ministry of Community Development (MOCD), 18–19
Ministry of Education (MOE), 18–19
Mixed-method research study, 14
Model of Practice, 30
Early Years Model of Practice, 26–27
Model of Transition, 15
Mother Groups, 285
MPOWER program, 137
National Assessment Program–Literacy and Numeracy (NAPLAN), 99, 103
National Education Evaluation and Development Unit (NEEDU), 64–65
National Inclusive Education Strategy, 277–278
National Longitudinal Transition Study-2, 160
Nationally Consistent Collection of Data (NCCD), 95–96
Neighborhood connections, 271
Non-government organization (NGO), 41, 276–277
Normative life process, 194–195
Nurturing children with diverse needs, 111–112
One-way ANOVA, 18–19
Operational barriers, 224
Organisation for Economic Co-operation and Development (OECD), 92
Organizational Chart, 102
Parent Teacher Associations (PTAs), 285
Parent(s), 116–118, 218, 276–277
advocacy, 287
assisting parents during transition of child with disability from home to school or ECDC, 282–284
challenges described by parents during transition, 12–13
children with disability, 275–276
in ECI transition process, 11–14
emotions and feelings, 27
engaging community in supporting transition of children with disabilities, 284–285
groups providing children and families with opportunities and skills, 280–281
interviews, 41–42
labeling, 5
negotiation with, 6
parent groups provide children and families with opportunities and skills, 280–281
parent-teacher meetings, 5
parent–child transactions, 10
perspectives, 10
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
promoting school and teacher practices for inclusion, 286–288
responsibility, 5, 17–18
strategies promoting effective transition, 13–14
stress, 6
support groups, 278
supporting school entry for students with disability, 278–279
thoughts on school, 4–5
transition as stressful to parents and families, 11–12
transition in parents’ perspectives, 17–19
Parental involvement in ECI, 13
Parents of Disabled Children Association of Malawi (PODCAM), 278
viewpoint on teacher or caregiver perspectives, 277–278
Partnerships, 137–138
Pedagogy, 60–61, 121
Peer relationships, 56
interpersonal relationships, 64, 73
peer mentoring, 70
Peer-support approach, 68
Person-centered planning (PCP), 235
Personalization forms, 132
Personnel models of support, 81, 83
Physical disability, 82
Physical social wellbeing, 276–277
PK-12-postsecondary, 172
Placement models of support, 81–82
Positive Development Program, 201
Positive feedback loop strategy, 72–73
Positive identity and self-confidence, 195–196
Positive Youth Development approach, 129–130
Post school transition, preparing for, 59–60
Post-school outcomes of students with disabilities, 230–231
Post-secondary education, 146, 148, 152, 161, 194
Post-secondary transition planning
barriers to post-secondary transitions for students with intellectual disabilities, 144–145
factors shape positive transitions from school, 146
findings, 148–152
importance of inclusive school ethos, 151–152
lack of clarity, 149–150
limitations of guidance provision, 148
perceived transition obstacles, 150–151
for students with intellectual disabilities in Republic of Ireland, 146–147
transition planning, 152–155
Practice model
EY-MoP, 26–27
MY-MoP, 26
Pre-kindergarten through 12th grade school (PK-12 school), 172
Primary school(ing), 57
transitioning complexity of, 112
Primary to secondary school transition
critical reflection on intervention, 71–73
embedding preparation for transition in holistic wellbeing approach, 65–66
evolution of intervention over period of 4 years, 70–71
in South African context, 64–65
South African intervention, 67–70
transition period from, 64, 71
Principal, 5–6, 95–96, 241
Professionals, 92–93, 128
development, 61
Project for Integrated Education for the Disabled (PIED), 38–39
Psycho-social wellbeing, 276–277
Public libraries, 267
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
In-school resource centers, 285
Inclusion, 196–197
promoting school and teacher practices for, 286–288
Inclusion Alberta, 192–193, 197
collaboration with faculty, 199–200
facilitating relationships, 198–199
foundational desired outcomes, 195–196
inclusion and authenticity, 196–197
normative life process, 194–195
perspective from inclusion Alberta regional coordinator, 197–200
inclusionED
, 26
Inclusive communities
creation, 110–112
cultivate environment for social inclusion, 118
promote collaboration and teambuilding, 119–120
promoting whole school approach, 121
strategies for creating inclusive school community, 118–121
view teachers as enablers, 118–119
Inclusive culture of inclusion, 20–21
Inclusive education. See also Special education (SE), 78
inclusive school ethos, 84–85
inclusive schooling, 87
Inclusive Educational Setting, 20
Inclusive philosophy, 151–152
Inclusive postsecondary education, 192–193
benefits of experience, 204–205
Inclusion Alberta, 193–197
perspective from cue associate professor, 201–205
perspective from inclusion Alberta regional coordinator, 197–200
student’s experience, 200–201
success with Asterisk, 202–204
Inclusive schools
ethos, 151–152
special schools to, 78
India, 38–39
Indian education system, 39, 47
Individual Education Plans (IEPs), 57–58, 94, 151, 160, 287
parents, 218
students, 216–218
teachers, 216
team, 212–213, 216, 218
Individual planning process for students with diverse needs, 122
Individualized Transition Plan (ITP), 162, 235
Individuals with Disabilities Education Act of 2004 (IDEA), 161, 224–225
Indonesia, 231
Indonesian context, school to work transition programs in, 231–233
advance school to work transition programs for students with disabilities, 233–238
improving employment-related outcomes, 232–233
Inductive content analysis, 253
Innovation, 103–104, 119
Institute for Education Sciences (IES), 213
Instructional assistants, teacher aides, 60–61
Instructional practices, 120, 163
systematic instruction, 32
Integrated Early Childhood Development Education (IECDE), 275–276
Integrated Education of Disabled Children (IEDC), 38–39
Integrative process-orientation approach, 66
Intellectual disabilities, 10–11
barriers to successful post-secondary transitions for students with, 144–145
post-secondary transitions for students with intellectual disabilities in Republic of Ireland, 146–147
Interagency collaboration, 210, 238
International education systems, 82
Intersegmental collaboration, 175–177
today’s education transition challenges call for, 172–175
Job availability
employer willingness to accept students for WA1 training, 166
location of job, 165–166
Job location, 165–166
Juvenile justice (JJ), 246
transition reentry, 250
Key Learning Area (KLA), 101
Knowledge, 13–14
feelings of, 33–34
Knowledge and Human Development Authority (KHDA), 18–19
Language barriers, 224
Latinx community in Southern California, 267
Leadership, 69, 99
school principals, 148
Leamos
, 268
Learners
differences in parents’ perspectives, 17–19
first generation learners, 38–39
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Learning, 195–196
communities, 110
processes, 132–133
Learning and Support Teacher (LaST), 96
Learning environment
child-focused model, 121–123
every child as everyone’s responsibility, 114–118
schooling process, 110–112
strategies for creating inclusive school community, 118–121
transitioning complexity of primary and secondary schools, 112
Learning support officers (LSOs), 95
Learning Support Team, 94
Levels of Collaboration Scale
, 220
Libraries, 265–266
adult literacy programs, 270–271
City Library, 267–268
family place, 270
funding, 271–272
literacy programs, 266
programs and services, 268–269
programs for adults, 269
programs for children and young adults, 269
Life Design International Research Group, 130, 135
Life enriching experiences, 195–196
Literacy, 265–266
development, 266
programs, 266, 270–271
Local leaders, 285
Location of job, 165–166
Mainstream classrooms, practices in, 28
Malawi Junior Certificate (JCE), 284
Malawi Schools Certificate of Education (MSCE), 284
Memorandums of Understanding (MOUs), 223
Mental health considerations, 82
Middle Years Model of Practice (MY-MoP), 26
Migration, 48
Ministry of Community Development (MOCD), 18–19
Ministry of Education (MOE), 18–19
Mixed-method research study, 14
Model of Practice, 30
Early Years Model of Practice, 26–27
Model of Transition, 15
Mother Groups, 285
MPOWER program, 137
National Assessment Program–Literacy and Numeracy (NAPLAN), 99, 103
National Education Evaluation and Development Unit (NEEDU), 64–65
National Inclusive Education Strategy, 277–278
National Longitudinal Transition Study-2, 160
Nationally Consistent Collection of Data (NCCD), 95–96
Neighborhood connections, 271
Non-government organization (NGO), 41, 276–277
Normative life process, 194–195
Nurturing children with diverse needs, 111–112
One-way ANOVA, 18–19
Operational barriers, 224
Organisation for Economic Co-operation and Development (OECD), 92
Organizational Chart, 102
Parent Teacher Associations (PTAs), 285
Parent(s), 116–118, 218, 276–277
advocacy, 287
assisting parents during transition of child with disability from home to school or ECDC, 282–284
challenges described by parents during transition, 12–13
children with disability, 275–276
in ECI transition process, 11–14
emotions and feelings, 27
engaging community in supporting transition of children with disabilities, 284–285
groups providing children and families with opportunities and skills, 280–281
interviews, 41–42
labeling, 5
negotiation with, 6
parent groups provide children and families with opportunities and skills, 280–281
parent-teacher meetings, 5
parent–child transactions, 10
perspectives, 10
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
promoting school and teacher practices for inclusion, 286–288
responsibility, 5, 17–18
strategies promoting effective transition, 13–14
stress, 6
support groups, 278
supporting school entry for students with disability, 278–279
thoughts on school, 4–5
transition as stressful to parents and families, 11–12
transition in parents’ perspectives, 17–19
Parental involvement in ECI, 13
Parents of Disabled Children Association of Malawi (PODCAM), 278
viewpoint on teacher or caregiver perspectives, 277–278
Partnerships, 137–138
Pedagogy, 60–61, 121
Peer relationships, 56
interpersonal relationships, 64, 73
peer mentoring, 70
Peer-support approach, 68
Person-centered planning (PCP), 235
Personalization forms, 132
Personnel models of support, 81, 83
Physical disability, 82
Physical social wellbeing, 276–277
PK-12-postsecondary, 172
Placement models of support, 81–82
Positive Development Program, 201
Positive feedback loop strategy, 72–73
Positive identity and self-confidence, 195–196
Positive Youth Development approach, 129–130
Post school transition, preparing for, 59–60
Post-school outcomes of students with disabilities, 230–231
Post-secondary education, 146, 148, 152, 161, 194
Post-secondary transition planning
barriers to post-secondary transitions for students with intellectual disabilities, 144–145
factors shape positive transitions from school, 146
findings, 148–152
importance of inclusive school ethos, 151–152
lack of clarity, 149–150
limitations of guidance provision, 148
perceived transition obstacles, 150–151
for students with intellectual disabilities in Republic of Ireland, 146–147
transition planning, 152–155
Practice model
EY-MoP, 26–27
MY-MoP, 26
Pre-kindergarten through 12th grade school (PK-12 school), 172
Primary school(ing), 57
transitioning complexity of, 112
Primary to secondary school transition
critical reflection on intervention, 71–73
embedding preparation for transition in holistic wellbeing approach, 65–66
evolution of intervention over period of 4 years, 70–71
in South African context, 64–65
South African intervention, 67–70
transition period from, 64, 71
Principal, 5–6, 95–96, 241
Professionals, 92–93, 128
development, 61
Project for Integrated Education for the Disabled (PIED), 38–39
Psycho-social wellbeing, 276–277
Public libraries, 267
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
Key Learning Area (KLA), 101
Knowledge, 13–14
feelings of, 33–34
Knowledge and Human Development Authority (KHDA), 18–19
Language barriers, 224
Latinx community in Southern California, 267
Leadership, 69, 99
school principals, 148
Leamos
, 268
Learners
differences in parents’ perspectives, 17–19
first generation learners, 38–39
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Learning, 195–196
communities, 110
processes, 132–133
Learning and Support Teacher (LaST), 96
Learning environment
child-focused model, 121–123
every child as everyone’s responsibility, 114–118
schooling process, 110–112
strategies for creating inclusive school community, 118–121
transitioning complexity of primary and secondary schools, 112
Learning support officers (LSOs), 95
Learning Support Team, 94
Levels of Collaboration Scale
, 220
Libraries, 265–266
adult literacy programs, 270–271
City Library, 267–268
family place, 270
funding, 271–272
literacy programs, 266
programs and services, 268–269
programs for adults, 269
programs for children and young adults, 269
Life Design International Research Group, 130, 135
Life enriching experiences, 195–196
Literacy, 265–266
development, 266
programs, 266, 270–271
Local leaders, 285
Location of job, 165–166
Mainstream classrooms, practices in, 28
Malawi Junior Certificate (JCE), 284
Malawi Schools Certificate of Education (MSCE), 284
Memorandums of Understanding (MOUs), 223
Mental health considerations, 82
Middle Years Model of Practice (MY-MoP), 26
Migration, 48
Ministry of Community Development (MOCD), 18–19
Ministry of Education (MOE), 18–19
Mixed-method research study, 14
Model of Practice, 30
Early Years Model of Practice, 26–27
Model of Transition, 15
Mother Groups, 285
MPOWER program, 137
National Assessment Program–Literacy and Numeracy (NAPLAN), 99, 103
National Education Evaluation and Development Unit (NEEDU), 64–65
National Inclusive Education Strategy, 277–278
National Longitudinal Transition Study-2, 160
Nationally Consistent Collection of Data (NCCD), 95–96
Neighborhood connections, 271
Non-government organization (NGO), 41, 276–277
Normative life process, 194–195
Nurturing children with diverse needs, 111–112
One-way ANOVA, 18–19
Operational barriers, 224
Organisation for Economic Co-operation and Development (OECD), 92
Organizational Chart, 102
Parent Teacher Associations (PTAs), 285
Parent(s), 116–118, 218, 276–277
advocacy, 287
assisting parents during transition of child with disability from home to school or ECDC, 282–284
challenges described by parents during transition, 12–13
children with disability, 275–276
in ECI transition process, 11–14
emotions and feelings, 27
engaging community in supporting transition of children with disabilities, 284–285
groups providing children and families with opportunities and skills, 280–281
interviews, 41–42
labeling, 5
negotiation with, 6
parent groups provide children and families with opportunities and skills, 280–281
parent-teacher meetings, 5
parent–child transactions, 10
perspectives, 10
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
promoting school and teacher practices for inclusion, 286–288
responsibility, 5, 17–18
strategies promoting effective transition, 13–14
stress, 6
support groups, 278
supporting school entry for students with disability, 278–279
thoughts on school, 4–5
transition as stressful to parents and families, 11–12
transition in parents’ perspectives, 17–19
Parental involvement in ECI, 13
Parents of Disabled Children Association of Malawi (PODCAM), 278
viewpoint on teacher or caregiver perspectives, 277–278
Partnerships, 137–138
Pedagogy, 60–61, 121
Peer relationships, 56
interpersonal relationships, 64, 73
peer mentoring, 70
Peer-support approach, 68
Person-centered planning (PCP), 235
Personalization forms, 132
Personnel models of support, 81, 83
Physical disability, 82
Physical social wellbeing, 276–277
PK-12-postsecondary, 172
Placement models of support, 81–82
Positive Development Program, 201
Positive feedback loop strategy, 72–73
Positive identity and self-confidence, 195–196
Positive Youth Development approach, 129–130
Post school transition, preparing for, 59–60
Post-school outcomes of students with disabilities, 230–231
Post-secondary education, 146, 148, 152, 161, 194
Post-secondary transition planning
barriers to post-secondary transitions for students with intellectual disabilities, 144–145
factors shape positive transitions from school, 146
findings, 148–152
importance of inclusive school ethos, 151–152
lack of clarity, 149–150
limitations of guidance provision, 148
perceived transition obstacles, 150–151
for students with intellectual disabilities in Republic of Ireland, 146–147
transition planning, 152–155
Practice model
EY-MoP, 26–27
MY-MoP, 26
Pre-kindergarten through 12th grade school (PK-12 school), 172
Primary school(ing), 57
transitioning complexity of, 112
Primary to secondary school transition
critical reflection on intervention, 71–73
embedding preparation for transition in holistic wellbeing approach, 65–66
evolution of intervention over period of 4 years, 70–71
in South African context, 64–65
South African intervention, 67–70
transition period from, 64, 71
Principal, 5–6, 95–96, 241
Professionals, 92–93, 128
development, 61
Project for Integrated Education for the Disabled (PIED), 38–39
Psycho-social wellbeing, 276–277
Public libraries, 267
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
Mainstream classrooms, practices in, 28
Malawi Junior Certificate (JCE), 284
Malawi Schools Certificate of Education (MSCE), 284
Memorandums of Understanding (MOUs), 223
Mental health considerations, 82
Middle Years Model of Practice (MY-MoP), 26
Migration, 48
Ministry of Community Development (MOCD), 18–19
Ministry of Education (MOE), 18–19
Mixed-method research study, 14
Model of Practice, 30
Early Years Model of Practice, 26–27
Model of Transition, 15
Mother Groups, 285
MPOWER program, 137
National Assessment Program–Literacy and Numeracy (NAPLAN), 99, 103
National Education Evaluation and Development Unit (NEEDU), 64–65
National Inclusive Education Strategy, 277–278
National Longitudinal Transition Study-2, 160
Nationally Consistent Collection of Data (NCCD), 95–96
Neighborhood connections, 271
Non-government organization (NGO), 41, 276–277
Normative life process, 194–195
Nurturing children with diverse needs, 111–112
One-way ANOVA, 18–19
Operational barriers, 224
Organisation for Economic Co-operation and Development (OECD), 92
Organizational Chart, 102
Parent Teacher Associations (PTAs), 285
Parent(s), 116–118, 218, 276–277
advocacy, 287
assisting parents during transition of child with disability from home to school or ECDC, 282–284
challenges described by parents during transition, 12–13
children with disability, 275–276
in ECI transition process, 11–14
emotions and feelings, 27
engaging community in supporting transition of children with disabilities, 284–285
groups providing children and families with opportunities and skills, 280–281
interviews, 41–42
labeling, 5
negotiation with, 6
parent groups provide children and families with opportunities and skills, 280–281
parent-teacher meetings, 5
parent–child transactions, 10
perspectives, 10
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
promoting school and teacher practices for inclusion, 286–288
responsibility, 5, 17–18
strategies promoting effective transition, 13–14
stress, 6
support groups, 278
supporting school entry for students with disability, 278–279
thoughts on school, 4–5
transition as stressful to parents and families, 11–12
transition in parents’ perspectives, 17–19
Parental involvement in ECI, 13
Parents of Disabled Children Association of Malawi (PODCAM), 278
viewpoint on teacher or caregiver perspectives, 277–278
Partnerships, 137–138
Pedagogy, 60–61, 121
Peer relationships, 56
interpersonal relationships, 64, 73
peer mentoring, 70
Peer-support approach, 68
Person-centered planning (PCP), 235
Personalization forms, 132
Personnel models of support, 81, 83
Physical disability, 82
Physical social wellbeing, 276–277
PK-12-postsecondary, 172
Placement models of support, 81–82
Positive Development Program, 201
Positive feedback loop strategy, 72–73
Positive identity and self-confidence, 195–196
Positive Youth Development approach, 129–130
Post school transition, preparing for, 59–60
Post-school outcomes of students with disabilities, 230–231
Post-secondary education, 146, 148, 152, 161, 194
Post-secondary transition planning
barriers to post-secondary transitions for students with intellectual disabilities, 144–145
factors shape positive transitions from school, 146
findings, 148–152
importance of inclusive school ethos, 151–152
lack of clarity, 149–150
limitations of guidance provision, 148
perceived transition obstacles, 150–151
for students with intellectual disabilities in Republic of Ireland, 146–147
transition planning, 152–155
Practice model
EY-MoP, 26–27
MY-MoP, 26
Pre-kindergarten through 12th grade school (PK-12 school), 172
Primary school(ing), 57
transitioning complexity of, 112
Primary to secondary school transition
critical reflection on intervention, 71–73
embedding preparation for transition in holistic wellbeing approach, 65–66
evolution of intervention over period of 4 years, 70–71
in South African context, 64–65
South African intervention, 67–70
transition period from, 64, 71
Principal, 5–6, 95–96, 241
Professionals, 92–93, 128
development, 61
Project for Integrated Education for the Disabled (PIED), 38–39
Psycho-social wellbeing, 276–277
Public libraries, 267
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
One-way ANOVA, 18–19
Operational barriers, 224
Organisation for Economic Co-operation and Development (OECD), 92
Organizational Chart, 102
Parent Teacher Associations (PTAs), 285
Parent(s), 116–118, 218, 276–277
advocacy, 287
assisting parents during transition of child with disability from home to school or ECDC, 282–284
challenges described by parents during transition, 12–13
children with disability, 275–276
in ECI transition process, 11–14
emotions and feelings, 27
engaging community in supporting transition of children with disabilities, 284–285
groups providing children and families with opportunities and skills, 280–281
interviews, 41–42
labeling, 5
negotiation with, 6
parent groups provide children and families with opportunities and skills, 280–281
parent-teacher meetings, 5
parent–child transactions, 10
perspectives, 10
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
promoting school and teacher practices for inclusion, 286–288
responsibility, 5, 17–18
strategies promoting effective transition, 13–14
stress, 6
support groups, 278
supporting school entry for students with disability, 278–279
thoughts on school, 4–5
transition as stressful to parents and families, 11–12
transition in parents’ perspectives, 17–19
Parental involvement in ECI, 13
Parents of Disabled Children Association of Malawi (PODCAM), 278
viewpoint on teacher or caregiver perspectives, 277–278
Partnerships, 137–138
Pedagogy, 60–61, 121
Peer relationships, 56
interpersonal relationships, 64, 73
peer mentoring, 70
Peer-support approach, 68
Person-centered planning (PCP), 235
Personalization forms, 132
Personnel models of support, 81, 83
Physical disability, 82
Physical social wellbeing, 276–277
PK-12-postsecondary, 172
Placement models of support, 81–82
Positive Development Program, 201
Positive feedback loop strategy, 72–73
Positive identity and self-confidence, 195–196
Positive Youth Development approach, 129–130
Post school transition, preparing for, 59–60
Post-school outcomes of students with disabilities, 230–231
Post-secondary education, 146, 148, 152, 161, 194
Post-secondary transition planning
barriers to post-secondary transitions for students with intellectual disabilities, 144–145
factors shape positive transitions from school, 146
findings, 148–152
importance of inclusive school ethos, 151–152
lack of clarity, 149–150
limitations of guidance provision, 148
perceived transition obstacles, 150–151
for students with intellectual disabilities in Republic of Ireland, 146–147
transition planning, 152–155
Practice model
EY-MoP, 26–27
MY-MoP, 26
Pre-kindergarten through 12th grade school (PK-12 school), 172
Primary school(ing), 57
transitioning complexity of, 112
Primary to secondary school transition
critical reflection on intervention, 71–73
embedding preparation for transition in holistic wellbeing approach, 65–66
evolution of intervention over period of 4 years, 70–71
in South African context, 64–65
South African intervention, 67–70
transition period from, 64, 71
Principal, 5–6, 95–96, 241
Professionals, 92–93, 128
development, 61
Project for Integrated Education for the Disabled (PIED), 38–39
Psycho-social wellbeing, 276–277
Public libraries, 267
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
Qualitative research
methods, 38, 41
study, 14
Quality of education, 47–48
Quality teaching, 119
Quality transition programs, 92
Quantitative analysis, 138
Quantitative research study, 14
Quintile system, 67
Racism, 272
Reciprocal adaptation, 94
Regional Learning Collaborative (RLC), 175–176
achieved toward student education transitions, 177–180
broader impact, 179–180
challenge, 172–175
effective expansion, 177–179
intersegmental collaboration, 175–177
outcomes and strategic priorities, 177–180
proof of concept, 177
rigorous collaborative community approach, 181–186
today’s education transition challenges call for intersegmental collaboration, 172–175
Registered Training Organization (RTO), 95
Regular schools
collaboration between special and regular schools during transitions, 79–80
models of support for including learners with high support needs in, 81–85
personnel models, 83
placement models, 82
stressful transition to, 15–16
student focused models, 83–85
Relationships, 48–49, 195–196
relationship-building process, 13–14
Republic of Ireland, post-secondary transitions for students with intellectual disabilities in, 146–147
Research Partner, 174
Resource allocation, 241
Responsibility for transition planning, 153–154
Right of Children to Free and Compulsory Education Act (RTE Act), 38–39
Rigorous collaborative community approach, 181–186
approach of regional learning collaborative lead to equity for diverse students, 181–184
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
Sarah’s Cue Story, 200–201
Scheduled tribes, 39
Scheffe post hoc tests, 18
School Improvement Grant (SIG), 283
School Improvement Plan (SIP), 283
School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to, 277–278
School Management Committees (SMCs), 285
School to work transition programs
background to Indonesian context, 231–233
designated post-school outcome, 239–240
family involvement, 239
human resource development issues, 240–241
interagency collaboration, 238
model to advance school to work transition programs for students with disabilities in Indonesian special schools, 233–238
program structure, 239–241
resource allocation, 241
transition program, 229–231
School to Working Life framework, 210
School transitions, 57–59
expressing anxiety, 58
friendships, 59
homework, 58–59
primary schooling, 57
research, 64
school sport, 59
secondary schooling, 57–58
School(s). See also Regular schools
environment, 65
parent groups provide children and families with opportunities and skills, 280–281
parent’s thoughts on what school will bring, 4–5
policies and practices, 78
promoting school and teacher practices for inclusion, 286–288
review process, 99
school-level team, 212, 216
sport, 59
supporting school entry for students with disability, 278–279
transition from home to school in early years, 4
Schooling
nurturing children with diverse needs, 111–112
process, 110–112
reflections on, 60–61
transition into preschool years, 112
Schools for specific purposes (SSPs), 82
Secondary school(ing), 57–58, 99, 103
transitioning complexity of, 112
Secondary transition, 210
Self-confidence, positive identity and, 195–196
Self-determination, 212–213
Self-Determination Inventory-Student Report (SDI-SR), 220–221
Self-efficacy, 66–67, 129–130
Semi-structured interviews, 38, 41
Senior high school, 95–98
Sensory processing disorder, 82
Service delivery hubs, 267
Smooth transition, 14–15
to SE system, 15
Social emotional competence, 31–32
Social inclusion
cultivate environment for, 118
extracurricular activities, 197
friendships, 18
Social infrastructure, 265–266
Social involvement, 61
Social justice, 128, 133, 135, 272–273
Social media, 69
Social reorientation, 104–105
Social skills, 5, 79
social interaction, 27, 46, 112
Socialization, 7
Socio-ecological approach, 66
South African intervention, 67–70
adaptations during COVID-19 Pandemic, 70
contextualizing intervention, 67–68
engaging with peers, 70
presenting one-day workshop, 69
selection of peer support group, 68
structure of intervention, 68
Special classes, 79
Special education (SE). See also Inclusive education, 10–11
employment, 160
needs, 248
needs coordinators, 148
smooth transition to, 15
teachers, 210, 215–216
Special educational needs and disabilities (SEND), 12
transition for students with, 15
Special Educational Needs Coordinators (SENCO), 148
Special Needs Education Teacher (SNET), 287
Special schools
collaboration between special and regular schools during transitions, 79–80
to inclusive schools, 78
Specialist support classes, 82
Specialized early intervention therapy, 6
Speech and language difficulties, 116
Stakeholders, 20
evaluation, 220
lack of access to educational services, 247–248
lack of management of youth behavior, 247
lack of preparedness and capacity of stakeholders, 250–251
lack of transition specialists, 248
lack of treatment and community services, 248–249
large caseloads and system bureaucracy, 250
low academic and behavioral expectations, 247
perspective on community reentry, 247–251
problems in interagency collaboration, 249
State-level policy, 225
Strategic Plan, 173
Stressful transition, 14–15
stressful transition to regular schools, 15–16
Structural barriers, 223–224
ensuring adequate representation, 224
infrastructure, 223
MOUs, 223
Structured work experience cluster, 236–237
Student focused models of support, 81, 83, 85
Student Transition Questionnaire (STQ), 220–221
Student(s), 216–218
active participation of children and youth with disabilities, 80–81
aspirations, 48
collaboration between special and regular schools during transitions, 79–80
development, 235–237
experience, 200–201
link between expectations and reality, 85–87
models of support for including learners with high support needs in regular schools, 81–85
move from special schools to inclusive schools, 78
preparation for transition, 5–6
selection criteria, 165
student-focused planning, 234–235
student-level evaluation, 220–221
student-teacher relationships, 151
transition programs for students in different countries, 79
transition programs for students in different countries, 79
transitioning from special schools, 78
work experience, 160
Students with disabilities. See also Children with disability, 92, 210
post-school outcomes of, 230–231
supporting school entry for, 278–279
work transition programs in Indonesian special schools, 233–238
Supports, 13–14
learning support unit, 57–58
service cluster, 237
support staff, 83, 92–93
support systems, 95, 229–230
Sustainability, 49–50
Sustainable Development Goals, 135
System bureaucracy, 250
t-test, 18
Taxonomy for transition programming, 231
Teacher(s), 216, 276–277
absenteeism, 44–45
attitudes, 44
collaboration, 79–80
early childhood, 3, 28
as enablers, 118–119
experiences and perspectives regarding WA1 program, 163–165
inclusive practices, 146, 285
outcomes and instructional practices, 164–165
PODCAM’s viewpoint on teacher or caregiver perspectives, 277–278
practices for inclusion, 286–288
professional development, 61, 286
special education, 210, 215–216
Teaching, 120
co-teaching, 60–61
processes, 132–133
Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model), 213
Teaching Assistants. See Learning support officers (LSOs)
Teambuilding, 119–120
Teams, 214
Tertiary and Further Education (TAFE), 60
Thematic analysis, 12
Therapy, 5, 8
3D printing, 60
Transactional model, 66
Transformative experience of volunteering, 271–272
Transforming schools for effective transition
collaborative culture, 104–105
culture, 103–104
educational inequality, 103
enrolment and transition processes in mainstream schools, 95–103
targeted learning and development, 105
transition planning in Australian context, 93–95
transition preparedness, 91–92
Transition
to college, 177
community perspectives, 13–14
early years in preparation for transition, 5–6
from ECI, 10
education transitions, 177–180
equity-focused, 177–178
framework, 19–21
from home to school in early years, 4
obstacles, 150–151
parent perspectives, 10
parent’s thoughts on what school will bring, 4–5
post-secondary, 144–145
preparation for transition, 65–66
preparedness, 91–92
into primary school, 57
primary to secondary, 112
process, 4
processes in mainstream schools, 95–103
program, 229–231
programs for students in different countries, 79
school to work, 239
secondary, 210
service, 230–231
socialization, 7
specialized early intervention therapy, 6
transition reentry, 250
Transition of learners
differences in parents’ perspectives, 17–19
methodology, 14
parents in ECI transition process, 11–14
results, 14–17
transition framework to inclusive settings, 19–21
Transition planning, 94, 152, 155
in Australian context, 93–95
barriers to effective, 154–155
nature and extent of existing transition planning, 153
presence(or not) of inclusive school ethos, 155
responsibility for, 153–154
Transitioning complexity of primary and secondary schools, 112
Transitioning through school with autism
BEN’s early years, 56–57
Gold Coast in Queensland, 55
Kindy, 56–57
preparing for post school transition, 59–60
reflections on schooling, 60–61
school transitions, 57–59
Trustworthiness of data analysis process, 254
Twin track approach, 277–278
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
United Arab Emirates (UAE), 10–11
United Nations Convention on Rights of Persons with Disabilities (UNCRPD), 145, 282
United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246
United States (US), 251
immigrant populations transitioning to life in, 266
participants and setting, 252–253
public libraries, 265–266
results, 256–257
study procedures, 253
Universal Design for Learning (UDL), 151
Usability of EY-MoP, 29–30
Vocational Education and Training (VET), 95–96
Vocational training, 233
Vocational transition, 165
Volunteering, transformative experience of, 271–272
Vulnerabilities, 128
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
WA1 program, 161
Well-being Support Buddy, 70
Wellbeing coordinating committee (WBCC), 68
Wellbeing support teams, 68
Whole-school approach, 121, 147
Will’s model, 210
Work transition programs for students with disabilities, 233–238
external stakeholders, 237
national government, 237–238
student development, 235–237
student-focused planning, 234–235
support service cluster, 237
Workforce Innovations and Opportunities Act (WIOA), 224–225
Young adults
career interventions for, 136–138
programs for, 269
Youth perspective, community reentry on, 246–251
Youth with disabilities, active participation of, 80–81
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
Zilla Parishad School, 41, 44
student commitment to attendance at, 48
teacher absenteeism in, 44–45
- Prelims
- Section 1 Transitions to and through Schooling for ECE / Primary / Elementary
- Exhausted, Scared, Anxious, Stressed, Frustrated, Sad, but Hopeful: Transitioning Two Boys with Autism from Home to School
- The “Now What Dilemma”: An Emirati Perspective on Issues Related to Transition of Learners with SEND from Early Care to Primary Education
- Framing the Foundations: A Practice Model for Teaching Children on the Autism Spectrum in Early Years Classrooms
- The Experiences of First Generation Learners during Transition from a Government School to a Private Inclusive School in a Tribal Region of Maharashtra, India
- Section 2 Transitions to and through Schooling for Secondary
- A Journey to Belonging: Transitioning through School with Autism
- Transition from Primary to Secondary School: A Collaborative Intervention between Six South African Schools Situated in Socioeconomically Challenged Contexts
- Transitioning from Special Schools or Settings into Inclusive Schools: Expectations and Realities for Students with Complex Needs
- “It Doesn’t Just Happen”: Transforming Schools for Effective Transition
- Genuine Engagement with Children: A Principal’s Reflection on Creating a Learning Environment Where Equity Is Upheld, and Diversity Embraced
- Section 3 Transition to Postsecondary Education and Vocational Opportunities
- Career Interventions with an Inclusive Perspective for Individuals with Disabilities and Vulnerabilities
- Falling between Two Stools? Post-secondary Transition Planning for Students with Intellectual Disabilities in the Republic of Ireland
- Preparing Students to Transition to Employment: Teacher Perspectives and Student Outcomes of the California Workability 1 Program
- The Regional Learning Collaborative: Supporting Successful Transitions to and through College for All Students
- Transitioning Dreams to Reality: Inclusive Post-secondary Education at Concordia University of Edmonton
- Section 4 Collaborative Programs, Partnerships, and Resources for Transition
- CIRCLES: A Three-Team Interagency Collaboration Approach to Support Successful Transitions for Students with Disabilities
- Advancing School to Work Transition Programs for Students with Disabilities in Indonesian Special Schools
- Barriers to Community Re-entry for Incarcerated Youth: Stakeholders' Perspectives in Australia and the United States
- Libraries as Social Agencies and Transition Points: Serving Diverse Populations
- Collaborative Partnerships and Strategies to Promote Effective Transitions and Support for Students with Disability: The Role of Parent Groups in Malawi
- Index