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Although improving, students with learning disabilities (LD) still do not experience positive postsecondary outcomes at the same rate as their nondisabled peers. Research indicates that inclusion in the general education classroom for core content courses correlates to better outcomes; however, the large amount of content to be covered in these courses makes it difficult to deliver targeted transition services, such as instruction in self-determination skills, in these settings. In this chapter, we briefly summarize the research on transition services for students with LD and then provide examples of opportunities for instruction and practice of self-determination skills in the general education classroom.

This research looked at the TATE [Through Assistive Technology to Employment] Project and its delivery of ICT/AT to people with learning disabilities. It tested whether the Project affected the independence, skills, choice and control exercised by people with learning disabilities, and if staff attitudes and skills were changed. A purposive sample of 29 people with learning disabilities were selected, and keyworkers were surveyed with a postal questionnaire at two time periods. Questionnaires covered AT/ICT received and any outcomes in: independence; skills; choice and control. Staff were asked about changes in their skills and attitudes. Questionnaires were transcribed and organised into common themes. Staff became supportive of assistive technology and developed ICT skills. Service users used ICT, and developed ‘life stories’ using Powerpoint. A variety of AT was also installed leading to increased independence, confidence and skills. AT/ICT can improve independence and services by putting people with a learning disability at the centre of a well planned and resourced strategy.

Governmental policy identifies choice as a central theme for support services to people with learning disabilities. The expansion of options about where to live, what to do and with whom to socialise is seen as a critical benchmark in achieving the vision of full lives for people with learning disabilities. Services are obligated to ensure that people's wants as well as abilities govern decisions on all important issues. As a consequence, young people with learning disabilities in transition are being offered career development options during transition review meetings. The paper will focus on the issues relating to choice during this post‐education transition.The paper will argue that the processes necessary to sustain the capacity of the young person with learning disabilities to choose are not well understood. It will focus on the career choices for young people with learning disabilities during transition and will maintain that the availability of options is only one consideration. The capacity to choose and the types of support that are most effective in facilitating the capacity to choose are equally important. Some conceptual considerations will assist in identifying the shortcomings of current policy and practice.

This study used vignettes to examine the understanding and application of the concept of duty of care by health and social care staff working in learning disability services, and the relationship of this to promoting client choice. The study found that health care staff had a significantly broader understanding of the concept of duty of care than social care staff, and were significantly more likely to emphasise client safety. Implications of the findings are discussed.

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.

Community‐based treatment programmes serving people with learning/intellectual disabilities face the problem of deciding how and when and under what conditions those in treatment will be able to independently access the community. Given the fact that people with disabilities have difficulties in generalization, knowing that they can practice skills in therapeutic sessions does not mean that they will be able to use these skills in real life situations. A Community Trust programme was first described theoretically in 1996 and this paper aims to present how that programme will work in practice.

From the moment treatment begins, data is collected with an eye to the future wherein individuals will be able to access the community and wherein agencies and therapists will be able to make decisions on that access, based on data not opinion. Two case examples demonstrate the principles of the trust programme.

Community trust for individuals who have engaged in serious, dangerous, or criminal behaviours is a serious issue and therefore must be a well thought out process. It also needs to be data based and decisions must be made not on “opinion” but on objective measures.

The paper demonstrates how community‐based treatment programmes, such as the example considered, give individuals “real life” opportunities to practice skills and thus transfer what is learned in therapeutic sessions to practical application.

This chapter provides evidence-based supports for special education transition services for students with autism. Visual supports, video modeling, and other related strategies used in the transition from school to adult living are included. Discussion includes using evidence-based transition strategies with students who have autism, fostering self-determination in students with autism during the transition process, and clear examples of how technology can support the transition process. Practitioners may combine the transition supports presented in this chapter because each support addresses more than one characteristic or need.

The transition services requirement was added to the Individuals with Disabilities Education Act (IDEA) in 1990. Congress included this mandate in the IDEA to ensure that students with disabilities would be prepared for post-school life. The mandate charges school district personnel with planning and implementing transition services as part of special education programming provided to all eligible students with disabilities when they reach age 16 or earlier if required by state law. The purpose of this chapter is to review the legal requirements regarding transition services and the delivery of transition programming to students with disabilities.