The Workforce Innovation and Opportunity Act (WIOA) requires states to reserve at least 15 percent of their total State Vocational Rehabilitation Services program funds to provide pre-employment transition services to help students with disabilities transition from school to work. The U.S. Government Accountability Office (GAO) was asked to review…

Community employment outcomes were examined for 338 transitioning youth with intellectual and other developmental disabilities in one state 18 months after exiting public school. All transitioning youth received ongoing Developmental Disability agency funding. The majority of transitioning youth (57.1%) were engaged in sheltered or nonwork…

In this brief, Christine Patton and Justina Wang, from Harvard Family Research Project, look at ways of helping to make the transition into kindergarten a positive experience that will serve as a foundation to help children reach their full potential throughout their school years. The brief highlights promising practices in six states--New Jersey,…

This article provides an overview of programs based in post-secondary settings in Maryland that serve students ages 18-21 with significant disabilities who are still receiving public school special education services. Student and setting characteristics, staffing, funding patterns, referral and admission practices, and program components are…

A National conference was held to examine State policies and practices for helping disabled youth make the school-to-work transition more successfully. The focus of the first day of the conference was on transitional programs currently in existence in Maryland, Michigan, and New York. The first part of the second day's activities involved the…