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Two novel donor–acceptor cruciform topologies are efficiently synthesized by site-selective Suzuki–Suzuki and Sonogashira–Sonogashira multicomponent reactions starting from a bromo-triflato-functionalized psoralen scaffold. In addition to tunability of photophysical properties, such as absorption and emission, many derivatives possess partially high relative fluorescence quantum yields in solution and fluoresce strongly in the solid state. Additionally, the promising compounds show solvatochromism and acidochromic effects. In addition, 8-p-anisyl-5-p-cyanophenyl-substituted psoralen exhibits aggregation-induced emission properties. Experimentally (applying the Lippert-Mataga model) and computationally (TD-DFT calculations), the pronounced charge transfer character of the longest wavelength absorption band was confirmed.

This study explored similarities and differences in the transition expectations of parents and youth. Independent samples of parents (N = 270) of transition-age youth with disabilities and students with disabilities (N = 242) were surveyed about the importance of achieving various adult goals, having specific types of transition-related training and skills, and potential barriers to transition. Factor analysis of the data yielded six scales, and significant differences were found between youth and parents on four of these scales indicating that parents tend to value teacher support more, whereas youth reported higher levels of self-esteem, greater barriers to transition, and more interest in assuming caretaking roles in their future. Parents and students were in agreement, however, around the goals they felt were most important for transition: finishing high school, having health insurance, and having access to a good doctor.

This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n= 67), parents of young women with disabilities (n= 34), and professionals who work with them (n= 45). Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual issues, such as cultural and linguistic diversity. Practice and future research implications are discussed.

This article describes research designed to identify the impact of marginalization on transition planning for two groups of youth with disabilities: Latinas and youth in foster care. Findings are presented through the ecological systems framework, which provides a useful means of examining differing single and multilevel influences on transition planning. Data from each area are provided to identify the unique barriers and sources of support that these youth experience. Results support the need to consider the culture of marginalization and disenfranchisement within a broad diversity lens when developing transition plans and providing services to youth with disabilities. The discussion includes a guide for transition service providers and reflects approaches that more appropriately address circumstances faced by marginalized youth with disabilities.

In this study, the researchers analyzed the transition components of 399 Individualized Education Programs (IEPs). In many cases, transition goal areas mandated by the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) either were not addressed or were inadequately detailed. Effective practices, such as career planning and self-determination enhancement, were not incorporated within most plans, and the study indicated that students frequently were solely responsible for carrying out action steps to achieve their transition goals. Race and gender were not significant determinants of plan quality; however, disability type, projected diploma type, and district residence were associated with variations in transition planning activities. The authors discuss the implications of the findings relative to enhancing student preparation for adult life as envisioned by the 2004 reauthorization of IDEA.

Qualitative and quantitative methodologies were used to investigate the barriers minority families encountered as their adolescent youth with disabilities move into adulthood and to identify what issues or goals are most important to families during this time of transition. The qualitative study consisted of focus groups or interviews with adolescents and their family members from Native American, African American and Hispanic communities. The transcripts were coded by a multicultural research team. The analysis of the coding revealed seven key themes: (a) insensitivity/discrimination; (b) lack of accommodations; (c) unresponsive services/supports; (d) typical adolescent issues; (e) contextual barriers; (f) desire for optimum capability and (g) the importance of family and family values. A survey designed to corroborate the findings of the qualitative study was completed by 308 African American, Hispanic, Native American and Euro-American parents who rated the extent to which certain barriers, experiences or issues around transition were true for their child. The quantitative results were generally consistent with the qualitative findings, suggesting that minority adolescents, overall, appear to encounter greater barriers to transition than do their nonminority peers.

This study surveyed 308 African-American, Hispanic-American, Native-American and European-American parents to assess their level of participation in various transition planning activities and how important each activity was to them. In addition, 52 school professionals completed a parallel survey of their perceptions toward parent participation. Analyses indicate that culturally and linguistically diverse parents are active in the transition process and, in some instances, their level of reported participation surpassed that of European-American parents. In contrast, professionals described culturally and linguistically diverse parents as less involved than European-American parents in the majority of transition activities. The results are discussed in terms of how the participation of culturally and linguistically diverse parents can be better supported and the importance of transition planning extending beyond school to include other life domains.