As a result of the demanding 21st-century workforce, local education agencies are beginning to refocus and retool to ensure students with disabilities have the knowledge and skills to be productive adults and attain positive postschool outcomes. The skills 21st-century transition assessments address are relevant to teachers and students given the…

Early intervention services to young children with developmental delays in China have experienced significant growth since 1978, the beginning of the period of Reform and Opening. This article described the present situation of early intervention practices in mainland China, framed around the key components and guiding principles of Guralnick's…

Traumatic brain injury (TBI) is characterized by a blow to the head or other penetrating head injury resulting in impairment of the brain's functioning. Despite the high incidence of TBI in adolescents, many educators still consider TBI to be a low-incidence disability. In addition, school personnel often report receiving little to no pre-service…

The review of the "Rainbow Connection Instructional Guide" stresses the guide's purpose in assisting the development of model transitional services for preschool handicapped students moving into less restrictive educational environments. Noted is the guide's attention to preparation of parents, roles of training and collaboration, and…

The paper examines the role of parents in the transition of developmentally disabled or otherwise handicapped persons into adult services. Because parents play an important role on the interdisciplinary team, parent training is important. This training can come in the form of university credit courses, workshops and mini-courses, self-help groups,…

The article examines the need to integrate transition planning for children with disabilities throughout the early childhood years, the roles of all members of the early intervention team (parents and professionals) in early transitions, and the effects of parents becoming active participants in early intervention. (Author/DB)

Participants from four teams attempting to write an interagency agreement on the transition of children with disabilities from early intervention programs to early childhood special education were interviewed at three points in time, spanning 5 months. Results indicate that writing an interagency agreement was a complex, multidimensional, and…

Successful transition planning for students with disabilities from school into adulthood seems to be a complex and difficult process. The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) promote the development of successful transition planning; however, research has shown that special educators are not likely to engage in…

In 1987, a graduate-level program to train transition service specialists was instituted at California State University at Long Beach. The program, known as the Collaborative Transition Services Training Program (CTSTP), is an 18-semester unit program organized into three phases: a 3-unit course on transition programming for youth and adults with…

The monograph examines the roles of the two federal policy units, special education and vocational rehabilitation, that have the greatest impact on the initiative to improve services to disabled students in their transition from school to work. Chapter 1 is devoted to a discussion of the two methodologies used in the study: the value-critical…

Proposes that an interdisciplinary school combined with rehabilitation approach be considered when preparing educators for professions in secondary special education. Interdisciplinary domains with related areas for knowledge and skills development are presented, along with an overview of relevant models. (Author/PB)

The booklet provides an overview of the characteristics of young children with handicapping conditions and the components of effective preschool programs for this population. It then discusses the complex issues and implications of recent legislation (Public Law 99-457, Education of the Handicapped Amendments--1986) mandating preschool programs…

Respondents from 49 state education agencies completed a survey describing state-level implementation of transition services for youth with disabilities. All states used technical assistance and cross-disciplinary training as their primary systems-change strategies and the majority of states viewed these strategies as effective. Relatively few…

This manual provides detailed, step-by-step information on developing and writing an interagency agreement to facilitate the transition of young (age 3) children with disabilities from early intervention programs into preschool educational services under Part B of the Individuals with Disabilities Education Act. Worksheets are provided throughout…

This final report discusses activities and outcomes of "Caring for Infants and Toddlers with Disabilities: A Continuing Education Program for Nurses (CFIT Nurses)," a Virginia program designed to develop and implement a model of training to ensure that nurse practitioners and registered nurses have the information and skills needed to be…