![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Transition from high school to adulthood is a difficult period of life for all youth, especially those with disabilities. Research indicates students with emotional and behavioral disorders (EBD) experience difficulties in transitioning to a postschool environment. Their postschool outcomes in the areas of education, employment, and community participation continue to concern researchers, practitioners, and families and, therefore, demand improvement. Identification and implementation of transition-related evidence-based practices is essential for teachers who work with students with EBD to increase the likelihood of positive adult outcomes for these students. Discussed in this article are transition-related recommendations and practical strategies that may be used by teachers and other education professionals preparing students with EBD for life after school.
Additional information
Notes on contributors
Mariya T. Davis
Mariya Davis, PhD, is an Assistant Professor of Special Education at Texas A&M University–San Antonio. Her research interests include transition to adulthood, student empowerment, family engagement, assessment in special education, inclusive practices for students with disabilities, and professional development.
Ingrid K. Cumming
Ingrid Cumming, Ed.D., is a district teacher for Transition Services in Orange County Public Schools. She coordinates transition services for 150 students at 16 different community-based job sites. Dr. Cumming also teaches courses at Valencia College and University of Central Florida and collaborates with colleagues on research projects.