Transition policy and programs have primarily focused on preparing students with disabilities for employment. Public policy over the last three decades has gradually broadened to include increasing emphasis on transition to postsecondary education. To date, the literature has primarily addressed matters related to demographics, legislation and policy, and the differences in expectations between secondary and postsecondary education. The authors call upon the field to set a transition research agenda resulting in evidence-based practices that will support the postsecondary educational goals of all students with disabilities.
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