@inbook{b567abd09ce84cf0b49c9e1d274ac6c5,
title = "Successful Transition Planning for Students with Intellectual Disability and Extensive Support Needs",
abstract = "This chapter describes strategies that enhance transition outcomes for students with extensive support needs, as defined as individuals with intellectual disabilities (ID). The need for comprehensive transition planning and implementation of evidence-based transition services throughout secondary education is emphasized throughout the chapter. Specifically, the chapter begins with a review of important federal legislation that emphasizes transition planning and the provision of services during secondary education. Subsequently, a brief overview of current transition outcomes for individuals with ID is provided, underscoring the critical role of transition planning in addressing and mitigating disparities in outcomes. Then, essential components of comprehensive transition planning and the evidence-based practices demonstrated to improve students{\textquoteright} transition outcomes are described. Finally, the chapter concludes with potential barriers to successful transition and the importance of continuing to develop strategies to support students with ID during this critical time in their lives.",
author = "Fisher, \{M. H.\} and V. Englehart and C. Kam and L. Norwine and K. Patino and A. Patterson and M. Rodr{\'i}guez and E. Bouck and C. Sung and Taylor, \{J. C.\}",
note = "Publisher Copyright: {\textcopyright} Springer Nature Switzerland AG 2025.",
year = "2025",
doi = "10.1007/978-3-031-60258-0\_18",
language = "English (US)",
series = "Springer International Handbooks of Education",
publisher = "Springer Nature",
pages = "371--391",
booktitle = "Springer International Handbooks of Education",
address = "United States",
}