Sara McDaniel, Lindsay Rentschler, Delia Kan, and the NTACT Knowledge Development Team

California State University, East Bay, University of North Carolina at Chapel Hill, University of North Carolina at Charlotte

What are Exit Exam Requirements / High School Diploma Statuses?

Meeting high school exit exam requirements and earning a high school diploma have been identified as a predictor of post-school…


Nioyonu Olutosin, M.Ed, Sheida K. Raley, Ph.D., and the NTACT Knowledge Development Team

E.L. Haynes Public Charter School, University of Kansas, University of North Carolina at Charlotte

Inclusion advocates in the special education field emphasize the importance of systemic transformation for equitable education for all students, including secondary students engaging…


Lauren Bruno, Holly Whittenburg, and the NTACT Knowledge Development Team

Washington State University and University of North Carolina at Charlotte

Successful employment outcomes for students with disabilities remain low, indicating a need to enhance career training and explore options for students with disabilities in K-12 and postsecondary education settings. Work…


Matthew D. Wood, M.A., LeeAnn Wagner Cica Ed.D. NCC, and the NTACT Knowledge Development Team

University of Northern Colorado, STRIVE Autism Transition Consulting and Coaching, University of North Carolina at Charlotte3

What is your plan after you graduate? For some students that is an easy question to answer. For others…


Christina M. Gushanas, Ph.D., Tracy E. Sinclair, Ph.D., BCBA, and the NTACT Knowledge Development Team

Sam Houston State University, University of Connecticut, University of North Carolina at Charlotte

The vast majority of students will transition from high school directly to work, with only a small number entering traditional college settings…


Josh Taylor, Lynn Roper, Ph.D., and the NTACT Knowledge Development Team

Virginia Commonwealth University, Cedarville University, University of North Carolina at Charlotte

Transition programming was introduced and refined in reauthorizations of the Individuals with Disabilities Education Act (IDEA; 2004) during the 1990s, thus refocusing the purpose of special education in…


Michelle Kalos, Michelle Oja, and the NTACT Knowledge Development Team

University of Northern Colorado, Indiana Department of Education, University of North Carolina at Charlotte

Having social skills in high school is a predictor of postsecondary education and employment success for students with disabilities (Test et al., 2009). Social skills are…


Jennifer Lillis, M.Ed., Elisabeth L. Kutscher, Ed.D, DCDT- CEC Publications Committee, and the NTACT Knowledge Development Team

Boston University, George Washington University, University of North Carolina at Charlotte

Community experiences during high school are an important predictor of postsecondary success in the area of employment (Test et al., 2009; White…


Magen Rooney-Kron, M.Ed., Joshua M. Pulos, M.Ed., BCBA, and the NTACT Knowledge Development Team

University of Illinois at Urbana-Champaign, University of Oklahoma, University of North Carolina at Charlotte

Across the country, students with disabilities aspire to achieve the same post-school employment goals as students without disabilities, including employment opportunities that…


Ashley Voggt, Wen-Hsuan Chang, Catherine Fowler, and NTACT Knowledge Development Team

In-school and post-school outcomes in the areas of education, employment, and independent living for individuals with disabilities are poor in comparison to their same-age peers without disabilities (Lipscomb et al., 2017; U.S. Department of Labor, 2019). An effort that…

NTACT: the Collaborative

NTACT:C is a Technical Assistance and Dissemination project, funded by the OSEP and the RSA, Cooperative Agreement Number H326E140004.

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