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Mission 

The mission of DCDT is to promote national and international efforts to improve the quality of, and access to, career/vocational and transition services, increase the participation of education in career development and transition goals, and to influence policies affecting career development and transition services for persons with disabilities.

The Fall 2017 DCDT newsletter is now available.

Fall 2017 Newsletter 

Past Newsletters

Click here for more information.

The Transition Resource Guide contains frequently used low-cost/no-cost web-based transition resources available to professionals, students with disabilities, and their families. The guide contains resources for professional development, teacher use, student use, and parent/family use. This resource guide will be updated on a yearly basis to ensure all information is up-to-date and current.

Career Development and Transition for Exceptional Individuals (CDTEI) publishes four issues per year. CDTEI has developed a “Transition in Practice” section and is seeking practitioner-focused contributions (https://mc.manuscriptcentral.com/cdtei).

The official journal of DCDT, CDTEI, focuses on secondary education, transition, and career development of persons with documented disabilities and/or special needs. Suggested topics include, but are not limited to:

·  Strategies for implementing secondary transition evidence-based practices with youth with disabilities

·  Application of instructional technology to support the transition of youth with disabilities

·  Conducting transition assessment

·  Transition program evaluations

·  Strategies for increasing family involvement

·  Strategies for increasing culturally responsive transition planning

·  Strategies for increasing collaboration with community agencies and businesses

For author guidelines, go to the submission portal (https://mc.manuscriptcentral.com/cdtei) under the Resources head, click “Instructions & Forms.” A pop-up window will appear; click on the Author Guidelines link to download them.

Address further inquiries to the Transition in Practice Associate Editor, Valerie L. Mazzotti (vmazzott@uoregon.edu).