Background There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. Aims The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. Methods A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i.e., parents, educators/support staff from secondary and postsecondary institutions, and students) participated in an online survey (n = 67) and focus groups (n = 15). Results Across the stakeholder groups, commonly identified areas of difficulty included limited interpersonal competence, managing competing demands in postsecondary education, and poor emotional regulation. There was a high degree of agreement across stakeholders in the identified needs and challenges. Implications Findings from this preliminary needs analysis will inform the development of programming to support students with ASD.

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for post-secondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.

Though few studies have defined professional roles and competencies in the area of transition, transition is an emerging emphasis in special education. In this study, the perceptions of teachers of students with mild disabilities were explored. Relationships between knowledge, involvement, importance, and types of transition training were investigated. Findings suggest that there are gaps in knowledge and involvement in transition planning and service delivery.he Individuals with Disabilities Education Act (IDEA) of 1990 spawned a myriad of &dquo;best practices&dquo; in transition service delivery and planning. Despite federal legislation and state initiatives, the successful transition of students with disabilities from school to postschool activities still poses a major problem. Although best practices in transition were advanced, and transition specialist competencies were emerging, the front line transition practitioner is still the special education teacher. The special educator's primary responsibility is conducting individualized education program (IEP) meetings of which transition planning is now an integral part.Notwithstanding legislative mandates designed to prepare young people with disabilities for their future in their own communities, there is still much to be accomplished. Transition planning is frequently ineffective, if it exists at all (Halpern, 1992). Legislation resulted in a focus on postsecondary outcomes and in improved outlooks for youth who exit school each year. Increasing the likelihood of meaningful postsecondary outcomes is possible when all the stakeholders work together-including schools, community agencies, human service organizations, employers, students and their families. The provision of successful transition services requires significant changes in the roles of professionals in human service agencies and in education. Transition services must be planned with the youths, parents, adult services agencies, and employers. Interagency cooperation and coordination is necessary for successful transition.Transition planning is an essential part of the IEP process and is usually conducted by special education teachers. The transition from secondary school to the world of postsecondary employment, training and independent living is one of the most critical points in the lives of young people. For youth with disabilities, however, there are additional challenges.Transition is an emerging emphasis in special education. However, few studies have defined professional roles and competencies in the area of transition. The preparation of qualified professionals requires the establishment of essential competencies for successful transition service delivery. There is scant empirical validation of the competencies needed to function effectively in the role of transition specialist (deFur, & at SIMON FRASER LIBRARY on June 8, 2015 tes.sagepub.com Downloaded from

This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities; however, group differences suggest several areas warranting further attention.

Knowledge, skills, and competencies in transition planning are essential components of preparation programs for special and general educators. This study investigated teacher preparation, implementation of transition services, and perceived gaps in transition service delivery. Candidates in five special education preparation programs completed presemester and postsemester surveys to determine (a) the transition-related knowledge, skills, and competencies that candidates believe they are taught, (b) the transition competency level candidates believe they have, (c) facilitators and barriers to implementing transition practices, and (d) attitudes and perceptions about transition services and the candidates' related preparation. Results indicated that few candidates received any instruction in transition services prior to taking dedicated transitionrelated coursework. Candidates were not confident about their knowledge and skills in assessment, accountability, postschool outcomes, and student-focused planning and assessment.