This manual was designed primarily for use by people with disabilities. The hope is that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with disabilities. The focus of this manual is to provide easy-to-read information about available resources, and to provide immediate…

The third edition of the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth's (NDTAC's) "Transition Toolkit" provides updated information on existing policies, practices, strategies, and resources for transition that build on field experience and research. The "Toolkit" offers…

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The focus of this manual is to provide easy-to-read…

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The focus of this manual is to provide easy-to-read…

Education-Based Incarceration and Recidivism: The Ultimate Social Justice Crime Fighting Tool takes a penetrating look at the needs and challenges of society's disenfranchised jail populations. It is incumbent to encourage public awareness of the causes that underlie the destructive cycles plaguing these populations, including the abuse and…

The Special Education Division of the Office of Public Instruction (OPI) provides many services to Montana schools to assist them in providing a quality education to all students. The programs managed through this division are all aligned with Superintendent Juneau's Graduation Matters Montana initiative. The special education division is…

This guidance is written to assist State educational agencies (SEAs), local educational agencies (LEAs), and schools in understanding and implementing preschool programs supported with funds under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Although each SEA may consider this guidance in the…

Researchers in the fields of physical therapy and special education transition have stated the need to explore how therapy programs impact the outcomes for transition-age students. Limited information exists to determine the level of involvement and role of physical therapists in secondary transition. In what transition activities are physical…

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined…

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined…

The report on the transition of handicapped youth to adult and working life in member nations of the Organisation for Economic Cooperation and Development has four parts: the first states the aim of the study, its scope, and the activities undertaken; the second outlines the major issues which emerged; the third describes innovations and…

Twelve monthly issues of this magazine for parents and others concerned with children with disabilities are contained in this document. Individual issues typically include a number of articles based on the issues theme, a special report, research reflections, and regular columns covering news items, practical answers to child rearing problems,…

As a statewide initiative, New Jersey has been hosting teen leadership conferences for students with disabilities. The focus of the conferences is to address skills necessary to be successful in school and for transition to life after high school. The conferences are held throughout New Jersey at universities and colleges. Students with…

Two studies were conducted to examine the problems experienced by special needs students in the process of making the transition to postsecondary vocational education programs, to develop a model of the transitional process, and to empirically examine that process via instruments related to the concept of educational adjustment. The first study…

Although disabled students need the same comprehensive assistance in making the transition from school to work as their nondisabled counterparts, most disabled youth, and particulary those with severe disabilities, do not receive adequate assistance in this area. This situation can be remedied by approaching the transition to employment as a…