Abstract
Welcome to Volume 36.2 of Career Development and Transition for Exceptional Individuals (CDTEI). We hope you had a pleasant summer, were able to get some rest, and are now prepared for another school year. The articles included in this issue will help get it off to a good start.
The first article by Neubert and Leconte updates the Division on Career Development and Transition’s position paper on age-appropriate transition assessment. Given the importance of transition assessment to the entire transition planning process, this article is a must-read for all. In the second article, Geenen, Powers, Powers, Cunningham, McMahon, Nelson, Dalton, Swank, and Fullerton report the findings of a longitudinal, randomized control study of the TAKE CHARGE self-determination curriculum. Findings indicated participants increased self-determination and engagement in education planning and school performance. In the third article, Noonan, Gaumer Erickson, and Morningstar describe findings from their evaluation of the level of interagency collaboration after 1 year of establishing a community transition team. Given the lack of empirical data on interagency collaboration, this study can provide one model for studying this important area. In the fourth article, Chen reports the findings of a study investigating factors that motivated college students with disabilities in Taiwan to change their identified transition needs. We hope this article will encourage other international researchers interested in secondary transition to publish in CDTEI. Next, Landmark, Roberts, and Zhang describe findings from their exploration of educators’ beliefs and practices around parent involvement in transition planning. Their findings lead to some excellent implications for practitioners. Finally, Vitelli offers a set of recommendations for better aligning Indicator 14 with the Individuals With Disabilities Education Act’s (IDEA) definition of transition services. Given that the goal of our field is to improve postsecondary outcomes of all students with disabilities, readers should find this article thought-provoking.
In conclusion, once again this issue of CDTEI demonstrates the breadth and depth of the research and issues central to the field of secondary transition. For many of us, this is what makes our field so exciting and rewarding. Finally, we would like to extend our appreciation to our guest reviewers, as well as our consulting editors, for the work you do to make CDTEI such an excellent journal.
Thank you.