The transitional assessment model described here contains the following characteristics: vocational orientation, comprehensive approach, individualized focus, contemporary design, and informal instrumentation. The screening, placement/planning, and monitoring/evaluation services vary in degree depending on the severity of the student's disability.…

The role of supported employment in the transition of disabled students from school to work is examined. Needed are functional vocational training curricula, student placement in jobs, school collaboration with adult service agencies, development of a community transition team, staff development, collaborative planning, parental involvement,…

Discusses three keys to successful programs in the school-to-work transition for disabled students: (1) commitment to a goal of competitive employment; (2) cooperation among those involved in the process; and (3) communication. (JOW)

This position paper proposes an expanded definition of transition, based on common components of early childhood and secondary perspectives. It advocates for a seamless model of transition service delivery for students with disabilities, including program planning, from birth through age 21. The model addresses curriculum, location of services,…

Individualized Education Program teams should be aware of the cultural and linguistic diversity of families of youth with disabilities. They should be alert to school-imposed barriers on parent participation and advocacy, parents' perceptions of their children, communication style differences, and stereotypes about socioeconomic status that could…

A successful transition program for individuals with disabilities uses a "train-place-train" concept, where vocational training is provided in school, followed by job placement, followed by on-the-job-training by a job coach who provides support until the employee can work independently. (JOW)

The article looks at issues in the application of recent curriculum and training initiatives to disabled young people in Great Britain including: definitions of special educational needs, the definition of handicap, integration, transition to adult life, the need for an individual transition plan, and the influene of new education policies.…

The problems of Individual Education Plan (IEP) utilization with handicapped students are analyzed and compared to the developing use of Individual Transition Plans (ITP). Considered are issues of accountability, relevance, quality, feasibility, and preparedness. (DB)

Reflects on a study of the effectiveness of an inservice training program on individualized education programs that was provided to two vocational coordinators and seven teachers of students with mental retardation. Discusses the reasons the study focused on behavioral objectives and the importance of writing quality behavioral objectives. (CR)

This monograph examines issues in the transition of youth with emotional and/or behavioral disorders to adulthood. It describes transition as a process by which youth with disabilities are systematically equipped with skills necessary for realizing valued postsecondary outcomes. The subject of transition is examined within the historical,…