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Accommodation Decision Making for Postsecondary Students With Learning Disabilities: Individually Tailored or One Size Fits All?

Journal of learning disabilities, 2016-09, Vol.49 (5), p.484-498

2016

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Effect of Transition Planning on Postsecondary Support Receipt by Students With Disabilities

Exceptional children, 2016-07, Vol.82 (4), p.497-514

2016

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English Learners With Disabilities in High School: Population Characteristics, Transition Programs, and Postschool Outcomes

Remedial and special education, 2016-05, Vol.37 (3), p.146-158

2016

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The Impact of Intensive Vocation-Related Course Taking on Employment Outcomes for Individuals Who Are Deaf

Remedial and special education, 2016-05, Vol.37 (3), p.131-145

2016

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Transition and Students With Mild Intellectual Disability: Findings From the National Longitudinal Transition Study–2

Career development and transition for exceptional individuals, 2016-08, Vol.39 (3), p.154-163

2016

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Accessing Services for Youth With Emotional Disturbances in and After High School

Career development and transition for exceptional individuals, 2016-08, Vol.39 (3), p.164-174

2016

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Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences

Park, Youn Jung

2013

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Transition Planning for Students with Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

Intellectual and developmental disabilities, 2012-02, Vol.50 (1), p.16

2012

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Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

Journal of autism and developmental disorders, 2013-07, Vol.43 (7), p.1539-1546

2013

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Special Education Services Received by Students With Autism Spectrum Disorders From Preschool Through High School

The Journal of special education, 2014-11, Vol.48 (3), p.167-179

2014

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Factors Associated with Participation in Employment for High School Leavers with Autism

Journal of autism and developmental disorders, 2013-08, Vol.43 (8), p.1832-1842

2013

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Characteristics of Transition Planning and Services for Students With High-Incidence Disabilities

Learning disability quarterly, 2016-05, Vol.39 (2), p.113-124

2016

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The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders

Remedial and special education, 2016-01, Vol.37 (1), p.3-14

2016

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An Analysis of Factors Related to Receipt of Accommodations and Services by Postsecondary Students With Disabilities

Remedial and special education, 2015-07, Vol.36 (4), p.208-219

2015

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Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2

Journal of intellectual disability research, 2012-12, Vol.56 (12), p.1175-1186

Bouck, E. C.

2012

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An Examination of the Relationship Between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

The Journal of special education, 2017-08, Vol.51 (2), p.115-124

2017

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Predictors of Access to Sex Education for Children with Intellectual Disabilities in Public Schools

Intellectual and developmental disabilities, 2014-04, Vol.52 (2), p.85

2014

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Prevalence and Correlates of Work Experiences among High School Students on the Autism Spectrum

Intellectual and developmental disabilities, 2020-08, Vol.58 (4), p.273

2020

Volltextzugriff (PDF)

The Relationship Among Self-Determination, Self-Concept, and Academic Achievement for Students With Learning Disabilities

Journal of learning disabilities, 2014-09, Vol.47 (5), p.462-474

2014

Volltextzugriff (PDF)

Involvement in Transition Planning Meetings Among High School Students With Autism Spectrum Disorders

The Journal of special education, 2014-02, Vol.47 (4), p.256-264

2014

Volltextzugriff (PDF)

Identifying and Promoting Transition Evidence-Based Practices and Predictors of Success: A Position Paper of the Division on Career Development and Transition

Career development and transition for exceptional individuals, 2013-12, Vol.36 (3), p.140-151

2013

Volltextzugriff (PDF)

Developing Student, Family, and School Constructs From NLTS2 Data

The Journal of special education, 2015-08, Vol.49 (2), p.89-103

2015

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The postschool outcomes of students with mild intellectual disability: does it get better with time?

Journal of intellectual disability research, 2014-06, Vol.58 (6), p.534-548

Bouck, E. C.

2014

Volltextzugriff (PDF)

Building Strategically Aligned Individualized Education Programs for Transition

The Journal of special education, 2015-08, Vol.49 (2), p.67-76

2015

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Is There Really a Difference? Distinguishing Mild Intellectual Disability from Similar Disability Categories

Education and training in autism and developmental disabilities, 2015-06, Vol.50 (2), p.186-198

2015

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Accommodation Decision Making for Postsecondary Students With Learning Disabilities: Individually Tailored or One Size Fits All?

Effect of Transition Planning on Postsecondary Support Receipt by Students With Disabilities

English Learners With Disabilities in High School: Population Characteristics, Transition Programs, and Postschool Outcomes

The Impact of Intensive Vocation-Related Course Taking on Employment Outcomes for Individuals Who Are Deaf

Transition and Students With Mild Intellectual Disability: Findings From the National Longitudinal Transition Study–2

Accessing Services for Youth With Emotional Disturbances in and After High School

Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences

Transition Planning for Students with Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

Special Education Services Received by Students With Autism Spectrum Disorders From Preschool Through High School

Factors Associated with Participation in Employment for High School Leavers with Autism

Characteristics of Transition Planning and Services for Students With High-Incidence Disabilities

The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders

An Analysis of Factors Related to Receipt of Accommodations and Services by Postsecondary Students With Disabilities

Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2

An Examination of the Relationship Between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

Predictors of Access to Sex Education for Children with Intellectual Disabilities in Public Schools

Prevalence and Correlates of Work Experiences among High School Students on the Autism Spectrum

The Relationship Among Self-Determination, Self-Concept, and Academic Achievement for Students With Learning Disabilities

Involvement in Transition Planning Meetings Among High School Students With Autism Spectrum Disorders

Identifying and Promoting Transition Evidence-Based Practices and Predictors of Success: A Position Paper of the Division on Career Development and Transition

Developing Student, Family, and School Constructs From NLTS2 Data

The postschool outcomes of students with mild intellectual disability: does it get better with time?

Building Strategically Aligned Individualized Education Programs for Transition

Is There Really a Difference? Distinguishing Mild Intellectual Disability from Similar Disability Categories

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