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There is a concerning disparity between students with disabilities and their peers without disabilities in their long-term, postsecondary outcomes. The former group tends to have a variety of poorer outcomes in important domains of life, such as employment, postsecondary education, independent living, and community participation. Policymakers, scholars, and the general public alike have called attention to this issue, resulting in both legal mandates and research on evidence-based practices in the area of transition services. While the law requires individualized, results-oriented transition services based upon age-appropriate transition assessment and a number of evidence-based transition practices and predictors have been identified, studies of individualized education programs and practices have revealed a significant underuse of best practices in transition assessment and services. In this chapter, we discuss the importance of comprehensive transition assessment as a foundation for setting postsecondary goals and designing services that best fit individual student strengths and needs and best prepare students to be successful in their adult lives. Further, we provide an overview of current recommendations for best practices in planning, conducting, and interpreting transition assessments, and offer suggestions for areas where further research is needed.

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending postsecondary education programs, obtaining competitive employment, and living independently. However, the level of disability continues to be a powerful predictor of the degree to which desired outcomes materialize in early adulthood. For most young adults with extensive support needs, valued outcomes are elusive. To support youth with disabilities, including youth with extensive support needs, to progress toward achieving their post-school goals, the Individuals with Disabilities Education Act of 1990 mandated the provision of transition services. Despite the legal mandate for transition services, numerous factors continue to impact the outcomes experienced by youth with extensive support needs. However, research has identified numerous practices to support improved post-school outcomes. In this chapter, we address the transition mandates of the IDEA, identify and describe factors influencing the post-school outcomes of youth with extensive support needs, and provide strategies, practices, and interventions for improving these outcomes.

Transition to adulthood can be a difficult time for all young people and their families, but young people with learning disabilities face additional stresses. Transition for young people with learning disabilities is highly topical, in relation to both policy and practice. Legislation and guidance offer various mechanisms for improving transition, including transition planning, health action planning and Connexions personal advisers. This study of 283 families with youngsters with learning disabilities found that existing legislation and guidance were largely failing youngsters with learning disabilities and their families at transition. There were substantial discrepancies between what ought to have been provided and what young people and their families experienced in practice, and significant difficulties as youngsters moved between children's and adult health and social services. Other difficulties experienced at transition are also reviewed, along with possibilities for improvements in practice.

The purpose of this paper is to present a collaborative communications model and relate information to succession planning for organizations facing imminent change.

Using a review of existent literature, this work examines and expounds upon the impact of planning effectively for transitions between entities.

The paper presents a collaborative communications model for a manager that is based on four tenets – condition setting, planning, execution, and process evaluation. Within each of these tenets are elements of communication, mentorship, leader development, and acceptance (trust) among stakeholders to ensure two entities transition appropriately.

Key tenets of leadership are often missed when developing strategies for organizational transition. This work examines how communicating collaboratively is linked to succession management and can aid managers in understanding some implications of ill‐developed planning efforts.

In an applied sense, this model provides health care managers with concepts related to effective change at both the individual and organizational levels. While this work is directed toward managing transition among health care organizations and personnel, the information is equally applicable to a broader audience.

While there is a dearth of literature examining succession management in a variety of industries, little information is directed specifically toward health care leadership. This paper provides concepts related to effective risk mitigation in succession management.

Within an IT outsourcing relationship, transition represents a critical and complex phase that starts immediately after contract signing. Transition involves handing over outsourced activities from client firm to service provider firm and accompanies a new way of operating. The purpose of this paper is to determine and detail factors influencing the performance of transition phase within global IT outsourcing relationships.

In this paper, the authors present a framework for transition performance that includes four factors: transition planning, knowledge transfer, transition governance and retained organization. This framework is tested and enriched by utilizing a single, in‐depth case study involving over 25 interviews with a global offshore IT outsourcing engagement.

It was found that knowledge transfer and transition governance are more critical factors than transition planning and retained organization for transition performance. This was due mainly to two reasons: the critical challenges faced, within the scope of these factors, had higher potential to disrupt transition; and both these factors and their related issues required a significant joint and coordinated effort from client and service provider firms, thereby, making implementation challenging for transition.

Practitioners have suggested that over two‐thirds of failed outsourcing relationships are due to transition‐related challenges. This paper represents one of the first in‐depth studies that provides insights from a real‐life global outsourcing engagement, which contributes to and complements existing literature on IT outsourcing by providing a greater understanding of transition. Furthermore, it provides practitioners with insights and best practices that can be used to guide transitions in real‐life engagements.

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.

The purpose of this chapter is to focus on increasing the participation of students with language-based learning disabilities (LLD) in postsecondary transition planning and how the interprofessional teams that include a speech-language pathologist may work together to integrate and apply language, literacy, and related self-determinism goals in the secondary school curriculum. As students with LLD enter secondary school, the provision of needed language-literacy intervention services drastically declines, although these students often require these services to facilitate their postsecondary success. Secondary students are expected to read, write, and think at more complex levels than ever before to meet postgraduation workforce demands. The inclusion of self-determination strategies is found to be related to positive post-school outcomes and can be readily integrated into transition planning. The integration of SLPs into the interprofessional team may ideally support secondary school student language-literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success.