The field of special education's focus on moderate and severe disabilities (MSD) has undergone a number of changes in the past five decades. Some have been philosophical, some based on research, some based on mandated practices through U.S. law, and some based on the development of better technologies. While pioneers in the field first established…

The state of California has recently emerged from deep recession and associated reductions in early childhood programs and has moved into a period of reinvestment in child care, preschool, and transitional kindergarten (TK). In fiscal year (FY) 2014-15, the Budget Act included over $273 million for early learning and child development and restored…

For students with significant speech and movement impairments, meaningful participation in educational planning activities is difficult. These students face barriers in communicating choices about daily activities and basic knowledge; therefore, student-initiated curriculum goals are not systematically included in IEP and transition planning…

Early work experiences have been advocated as an important avenue for equipping youth with disabilities with the skills, attitudes, opportunities, and aspirations needed to transition successfully to meaningful careers after high school. We examined the efficacy and social validity of a multicomponent intervention package--composed of…

Evaluation of the sixth and final year of operation for a preplacement program for 13 severely multiply handicapped deaf blind children, located in the Industrial Home for the Blind, is reported. The program is explained to prepare students for entrance into their existing special education programs. Qualitative findings on the physical setting,…

This study examined the activities of employment specialists and nontraditional support providers in a supported employment program for transition-age youth with significant disabilities. Results are detailed for employment characteristics, types of supports needed or desired, identifying and arranging sources of support, support providers, and…

The paper discusses recommendations for a statewide (California) plan to provide transitional services to severely handicapped high school students. Initial sections trace the state and federal commitment to transitional services for work and other aspects of life. Thirteen model programs in California and eight in other states are summarized. A…

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…

This paper reports on Minnesota's efforts to implement supported employment projects, and reports on community-based vocational activities provided by day training and habilitation centers in 1986. A survey was conducted of 96 providers of adult services throughout the state of Minnesota. Seventy-eight returned completed surveys with information…

Ways that 17 Massachusetts schools and 16 adult agencies promoted natural supports in employment of people with severe disabilities are discussed, along with the barriers they experienced. Results indicate wide use of some practices and confusion about the concept of natural supports and the role of service providers in facilitating involvement.…

The final report of the 3-year Valley Transitional School Project, serving Augusta, Staunton, and Waynesboro schools, all located in Augusta County, Virginia, contains information on the project accomplishments, population characteristics, evaluation activities, dissemination activities, replication, products developed, and conclusions and…

This final performance report discusses the activities and outcomes of a project that addressed the need for training certified and highly qualified secondary special education teachers to provide classroom and transition related instruction and services to students with low incidence or severe disabilities. The project was carried out by the…

The final report describes the objectives and accomplishments of Project COMPETE, a 3-year project in New York State whose purpose was to develop secondary and transitional postsecondary programming for training youth with severe disabilities in skills necessary to achieve a successful transition from school to vocational opportunities in their…

This study examined postschool vocational options for people with disabilities in New South Wales (Australia), by means of a survey and interviews with representatives of government agencies, tertiary education facilities, and unions and employer organizations. Results indicated a lack of vocational facilities for young people with severe…

This monograph provides a descriptive analysis of five grant programs funded by the Office of Special Education and Rehabilitative Services (OSERS) in 1984. The programs were designed to stimulate the improvement and development of programs for secondary special education and to strengthen and coordinate education, training, and related services…