Discusses the Americans with Disabilities Act of 1990 (ADA) and its implementation at the local level. Identifies barriers to implementation and outlines suggestions for transition educators who are instrumental in fulfilling the promise of ADA. (Author/JOW)

SRI International conducted a survey of 1,450 chief special education administrators of local education agencies to collect data associated with successful secondary vocational and transition-related programs. Results indicated that more than 50 percent of agencies provide some traditional vocational programs and services for disabled students.…

This report looks at the ways that credit-based transition programs (CBTPs) may help middle-and low-achieving students enter and succeed in college. It highlights promising practices used by CBTPs to help students who might have been considered noncollege-bound prepare for college credit course work. The report also discusses the challenges that…

Personnel from 175 transitional programs for persons with disabilities rated academic/vocational integration and staff development as highest technical assistance needs, administrative leadership and budget as lowest. Special education coordinators rated ongoing career guidance/counseling significantly higher than did program directors. (SK)

Examines the problem of transition for disadvantaged students from secondary vocational programs to postsecondary programs, and recommends several components for a proposed system which may facilitate better transition. (CT)

Outlines implications of the Workforce Investment Partnership Act of 1998 for transition policies in prior legislation, coordination of rehabilitation services at state and local levels, and eligibility criteria. Presents untested assumptions and policy analysis questions to guide reconfiguration of vocational rehabilitation programs. (SK)

The Best Practices Projects was conducted in three high schools to determine factors that enhanced or impeded student involvement in transition planning process. In one school, a core team of special, vocational, and academic educators enhanced involvement practices, enabling systemic change to occur. (Author/JOW)

This article describes an innovative school-to-work transition program incorporating identified best practices. Iowa's Super Senior program serves students in the "middle range" of the disability severity spectrum during the student's senior and 5th, or "Super Senior" year. The article describes the program elements, presents…

The author reviews two studies relating to the Job Training Partnership Act (JTPA) and its service to disabled individuals. Results showed that high school dropouts and welfare recipients are targeted often by the Service Delivery Areas and that 92 percent of the participants are economically disadvantaged. (CH)

Successful transition programs for students with learning disabilities have some common elements: job-related academic instruction, interpersonal skills development, vocational education, and follow-along counseling after formal schooling ends. (SK)

Outlines six steps for culturally sensitive transition plans: (1) awareness of cultural issues; (2) identification of educators' personal values; (3) perceptions of family values about cultural diversity and adulthood; (4) congruence/incongruence of educators' and family values; (5) verification of family expectations and desires; and (6) planning…

Describes four effective and efficient person-centered assessment and planning tools to assist individuals with special needs in identifying skills, abilities, interests, and future plans. Discusses ways to use these tools for assessment, planning, and achievement of transition and rehabilitation goals. (Contains 29 references.) (Author/JOW)

Provides a comprehensive view of California's school-to-work transition programs as they have evolved and grown. Discusses next steps including interagency collaboration, joint planning, and professional training. (JOW)

Survey of 52 universities training special education teachers found that inclusion is taught as a separate course (60%) or infused (15%); 31 require it for regular and special education majors. Transition is taught in 36 schools; it was required of only 3% of elementary and no secondary education majors. (SK)

Interviews with 12 students with developmental disabilities, parents, and educators regarding the transition planning process found most students optimistic about the future, although parents and teachers thought transition planning was incomplete. Strategies to promote student involvement in transition planning were recommended. (JOW)