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This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities.

Transition from secondary school to adult life is a critical period in students' lives. Transition programs delivered at school play an important role in supporting students with disabilities to achieve successful post-school outcomes particularly in the case of transition to work whereby employment is acknowledged as the main target after graduating from secondary school. Post-school outcomes for students with disabilities related to employment, however, remain poor compared to students without disabilities. Using the taxonomy for transition programming and Bronfenbrenner's ecological system theory, this chapter proposes a model and action that needs to be taken in advancing school to work transition programming in Indonesia.

IN the admirable News Letter just issued by the London and Home Counties Branch as an introduction to its annual report, the remark is made that an association, however it may be energized by its executive committee, makes in the end just that progress which its members require. This is true, and if there are occasional criticisms of the Library Association and its work they are all to be countered by the question: What are we personally doing in the matter? The L.A. is not perfect; its new machinery has only just begun to revolve; there may be room for criticism—as for example the distribution of “honours” diplomas to a dozen candidates amongst whom very few have won any “honours” in the sectional examination. Time will adjust, perhaps. Meanwhile the L.A. is not asleep.

This article aims to identify the capabilities supporting the development of collaborative innovation within knowledge‐intensive environments.

Re‐considering the history of the ARPANET project as a vivid example of collaborative innovation, the article presents qualitative research from a historical case.

Within this framework, the article shows that benefiting from collaboration in innovation entails that the innovative organisation is capable of achieving (at least) the following tasks: to leverage complementarities between internal and external sources of innovation (design capability); to codify, capitalise and disseminate knowledge outcomes (knowledge management capability); and to align product and organisations in a dynamic way (adaptive governance capability).

This contribution is limited by looking at a single case. On the premise that model generalization depends on extensive empirical data, the current article should be considered as preliminary/exploratory research that aims at identifying the capabilities supporting collaborative innovation within knowledge‐intensive environments.

The originality of this article is to look at a historical case to elaborate on a typology of collaborative innovation capabilities.

This chapter begins with the historical background to current educational provisions for students with disabilities and the significant role that parents have played. The focus then turns to the concept of transition to adulthood for these young people. The chapter addresses such topics as:

• What are the experiences of students together with their parents, about leaving school and moving to the next stage in their lives?

• What are the components of this transition?

• How do the educators and providers manage their roles in this activity?

• How are the parents involved?

What are the experiences of students together with their parents, about leaving school and moving to the next stage in their lives?

What are the components of this transition?

How do the educators and providers manage their roles in this activity?

How are the parents involved?

Enablers and barriers in this process are discussed through Papay and Bambara’s (2014) five practices, together with practical suggestions of how parents and professionals can work together to support young adults with special needs.

Water‐borne coatings continue to be of importance owing to widespread concern about the potentially harmful effects associated with the release of organic solvents into the atmosphere. This concern is reflected in their relative growth as a share of the total market. In the UK, for example, the proportion of paint (by volume) that was water‐based rose from 46 per cent in 1970 to 60 per cent in 1990, and the trend still appears to be upward.