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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 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.

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.

Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research evidence demonstrating the critical nature of values related to inclusive education, self-determination, and seeking strengths and assets. In this chapter, we investigate these values and their supporting research, documenting strengths and needs in extant research. We emphasize the need to continue to embrace and maintain these values while pursuing research that addresses research gaps while centering the priorities, perspectives, and preferences of people with extensive support needs.

A new grouping of the eight schools of thought on business management is introduced. Their advancement is initially assessed with the help of a frame of reference, which is based on the principles inherent in Beer’s viable system model. It is proposed that a high degree of systemic advancement is one of the necessary attributes of any business-management concept that will be proven to be highly applicable to managing a firm’s dynamic business in practice. The first assessment reveals that the systemic advancement of the representative concepts varies a lot as follows. Porter’s chained frameworks (representing 1st Porterian school), Barney’s VRIO framework (2nd resource-based school), Sanchez and Heene’s concepts (3rd competence-based school), von Krogh et al.’s concept (4th knowledge-based school), and Hedlund’s heterarchy (5th organization-based school) are fairly systemic, respectively. Martin’s cascade (6th process-based school) is less systemic. Instead, Hamel’s revolutionary concept (7th dynamism-based school) and Brown and Eisenhardt’s competing on edge strategy (8th evolutionary school) are highly systemic. Thus, some promising ways to advance, in particular, the competence-based school of thought on business management are suggested.

Economic development is the outcome of an interaction between creative intelligence and adaptive economizing. Inventors and innovators continually perturb the possibilities for production, consumption, and social organization. Adaptive economizing enables individuals to cope with changing conditions and take advantage of new opportunities. Any seemingly stable situation that emerges is temporary. The process as a whole evolves out-of-equilibrium.

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research documents that students who leave school as more self-determined young people achieve more positive employment and independent living outcomes and experience a higher quality of life. Further, promoting self-determination can provide an entry point to the general education curriculum for students with disabilities, and instruction to promote self-determination can enable students to better engage with and learn in the general education curriculum. This chapter defines the self-determination construct as it applies to the education of students with disabilities, examines the importance of such instruction, and provides information with regard to prevailing practices in assessment and instruction to promote this outcome.