The purpose of this study was to determine the influence industrial arts had on post-high school students in regard to their present field of work or study. The respondents were working in or pursuing additional education in fields directly related to the industrial arts courses they took in high school.

In the U.S. students in public schools with disabilities are protected via special education services under the Individuals with Disabilities Education Act (Individuals with Disabilities Education Act, 2004). As part of these regulations, schools are required to provide students aged 16 years and older with transition services to prepare them for life as adults. Research shows that there are links between participation, social engagement, work and well-being (Cacioppo, et al., 2014; Gilson, et al., 2022; Holt-Lunstad, 2018; Macdonald, et al., 2018) as well as a link between social isolation and increased mortality and morbidity (Snyder-Mackler, et al., 2020; Yang, et al., 2016), and yet parents of individuals with moderate to severe/profound, complex, or low-incidence disabilities do not always have transition experiences they feel set their child up for success in real-life situations (Lee & Kim, 2021; Snell-Rood, et al., 2020). This research study used a mixed methods structure to obtain research regarding parent perspectives on specific areas schools need to address to create strong and meaningful transition plans for their students who have more involved disabilities and may require more support. A literature review, a web-based parent survey, 6 one-to-one interviews, and a focus group of 4 interview participants were conducted to drive development of an online, self-paced instructional course comprised of five modules designed to be implemented with school administrators and IEP team members (including, but not limited to teachers, related service providers, psychologists, support staff, parents and students) highlighting immediately implementable strategies to strengthen the IEP transition process in which they participate. Results compiled from all sources support five main areas or themes for creating meaningful transition: collaboration/team/relationships, community based/real-life instruction, presumed competence/mindset, knowledge, and skills (of the parent and school team members), and individualizing the IEP. Additional research supports the use of specific team members (e.g. vocational rehab transition specialist (Plotner & Dyamond, 2017)) and a case is made for ensuring transition teams for students with moderate to severe/profound, complex or low-incidence disabilities include occupational therapists who are trained in the value of using meaningful participation to improve quality of life for their clients (AOTA, 2020). / Temple University. College of Public Health / Health and Rehabilitation Sciences

Whether or not to provide post-high school education for the farm youth and adult is a highly controversial issue facing many school administrators and teachers of vocational agriculture in Utah today. If one is to start farming and make continuous progress until he becomes a full-fledged farmer in requires several years of training beyond the high school vocational agricultural period. This is because of a lack of maturity and lack of time, during the high school period, when the individual must and should get a general education.

Graduation from high school has become the accepted educational goal for most Americans and stands as the minimum requirement not only for higher education but also competitive positions in the employment market. The general public, the government, business, industry and education have great interest in the plans and decisions of high school graduates.

This study gathered information about adults with disabilities who were served with special education services during high school and incarcerated after high school, on their job preparation plan and explored the effects of that preparation on the individual's perception of successful transition after high school. It also investigated what, if anything, could have been done in high school to prevent their entrance or continuation in the criminal justice system. Due to the difficulty in accessing this population, only three individuals were interviewed. However, the rich information provided from this study indicated that to help them live independently and successfully transition into adulthood and avoid incarceration, they needed the following supports: more teaching of practical skills while in high school to help them have better control of their anger and emotions, and help obtaining a job of interest, that would allow financial stability and skills. This information may be beneficial to teachers developing appropriate Individualized Transition Plans. This information could allow educators to more effectively prepare their students to transition effectively and prevent them from becoming incarcerated.