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: Traditionally, students with significant disabilities, such as autism, mental retardation, or multiple disabilities, receive transition services in a public high school setting until they are 21 or 22 years old. While this is an appropriate setting for students with disabilities during ages 14-18, it may not be the most appropriate or motivating setting for older students with significant disabilities. Growing numbers of parents, researchers, and practitioners are advocating that these older students should receive transition services in the same college and community settings that are experienced by their 19-21 year old peers without disabilities. This user-friendly book provides a base for those who design, implement, or evaluating transition services for students with significant disabilities in a college or community setting. If you've never had experience in these processes, this book will help you get started. Transition services provided in college and community settings benefit these older students by increasing their access to new environments and activities and by providing opportunities for flexible scheduling and interagency collaboration.