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Individuals with Intellectual and Developmental Disabilities in the Criminal Justice System and Implications for Transition Planning
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Smith, Tammy; Polloway, Edward A.; Patton, James R.; Beyer, Julia F. – Education and Training in Developmental Disabilities, 2008
The focus of this manuscript is on the challenges faced by individuals with developmental and intellectual disabilities within the criminal justice system. Prevalence data are cited and these data are interpreted in light of possible rationales for the disproportionate number of individuals with disabilities present within the system. Then the…
Descriptors: Mental Retardation, Criminals, Developmental Disabilities, Juvenile Justice
Transition Services Model: Partnership for Student Success
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Pearman, Elizabeth; Elliott, Twila; Aborn, Lucinda – Education and Training in Developmental Disabilities, 2004
In 1995, the Southwest Special Education Local Plan Area (SELPA) of the Los Angeles County School District, and El Camino College pioneered a partnership to serve students with disabilities on the community college campus. SELPA transition services serve as a model for alliances between community colleges and school districts throughout…
Descriptors: Special Education, School Districts, Community Colleges, Partnerships in Education
A Review and Discussion of a Model for Seamless Transition to Adulthood.
Certo, Nicholas J.; Mautz, Denise; Pumpain, Ian; Sax, Caren; Smalley, Kim; Wade, Holly A.; Noyes, Dave; Luecking, Rich; Wechsler, Jerry; Batterman, Nancy – Education and Training in Developmental Disabilities, 2003
The Transition Service Integration Model integrates resources of public schools, rehabilitation, and developmental disability systems. School and private non-profit agencies work together to develop employment and inclusive community activities during the student's last school year. Rehabilitation and developmental disability systems then work…
Descriptors: Agencies, Community Programs, Developmental Disabilities, Education Work Relationship
"Self-Determination Is What It's All About": What Post-Secondary Students with Disabilities Tell Us Are Important Considerations for Success
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Thoma, Colleen A.; Getzel, Elizabeth Evans – Education and Training in Developmental Disabilities, 2005
This article describes results of a series of focus group interviews conducted with post-secondary students with disabilities about the importance of self-determination in their success in those settings. Participants attended community college and/or state universities in Virginia and were between the ages of 18 and 48. They indicated that…
Descriptors: State Universities, Elementary Secondary Education, Focus Groups, Disabilities