Abstract
Welcome to the first issue of 2015. In this issue, you will find six articles focusing on critical issues in the field of secondary transition. First, Luecking and Luecking provide descriptive outcomes on a model of seamless transition being used in Maryland that incorporates work experience and paid employment as key components. Second, Flannery, Lombardi, and Kato provide results from a study demonstrating the impact of professional development on the quality of transition components of Individualized Education Programs (IEPs) written by participants. Third, Powers, Schmidt, Sowers, and McCraken report findings from focus groups conducted with youth, parents, and mentors on the impact of a STEM (science, technology, engineering, and math) mentoring program. Fourth, Smith, Ayres, Mechling, Alexander, Mataras, and Shepley provide findings of their study designed to evaluate the effects of combining the system of least prompts with video prompting on teaching office tasks to students with moderate intellectual disabilities. Next, Newman and Madaus describe and discuss findings from their review of NLTS2 data on the differences in rates of high school accommodations and self-disclosure and receiving accommodations in postsecondary educational settings. Sixth, Yamamoto and Black describe how culture, disability, and prospective first-generation college student status impacted the postsecondary education decisions of native Hawaiian students with learning disabilities.
As you will read, the field of secondary transition provides its members with ongoing opportunities to learn new information. Finally, we thank our Consulting Editors and Guest Reviewers for their excellent and timely reviews. They make our job easier.