Part C of the Individuals with Disabilities Education Act (IDEA) was established to ensure that infants and toddlers with disabilities, from birth to age 3, and their families receive appropriate early intervention services. Within the Department of Education (Education), the Office of Special Education Programs (OSEP) is responsible for awarding…

This reference manual contains information on transition services for students with disabilities in New Jersey. Section 1 provides an overview of transition services and the five-year systems change grant New Jersey has received from the U.S. Department of Education. Also included is information on New Jersey education law, the four regional…

This publication is comprised of two brief guides, both of which offer strategies, practices, and resources for including students with disabilities in school-to-work systems. The first focuses on how to include students with disabilities in accountability systems. Strategies are offered to help: (1) view standards from the perspectives of all…

The CRitical Issue Bibliography (CRIB) Sheet describes resources related to summer bridge programs. As state and federal policies increase access to higher education, many institutions have experimented with summer bridge programs to aid new populations in the transition from high school to college. This CRIB Sheet provides an overview of bridge…

This handbook provides guidance to schools operating Community-based Vocational Education (CBVE) programs for students with disabilities and encourages the adoption of CBVE programs by schools not presently using this approach. By following the information and examples contained in this handbook, schools can proceed with confidence to operate…

The purpose of this Essential Tool is to assist state-level transition coordinators and others responsible for forming, conducting, and evaluating the performance of interagency transition teams that are focused upon the school and post-school needs of youth with disabilities. This Essential Tool is designed to guide the coordination efforts of…

A survey of 76 secondary transition teachers resulted in the validation of eighth support strategies: (1) identify and provide social support; (2) identify environmental support and provide environmental changes; (3) promote acceptance; (4) observe student's opportunities for choice; (5) provide choice-making opportunities; (6) identify student's…

Thirty-six parents of students with disabilities who had exited high school 6 to 12 months earlier, were interviewed to examine perceptions of their participation in their child's final Individualized Education Program/transition planning meeting. A majority reported they participated in a variety of ways and were satisfied with their…

A planning procedure was developed to increase opportunities for secondary special education students to be referred to and receive appropriate community services after graduation. The procedure requires interagency cooperation and focuses on vocational placement, postsecondary education, living arrangements, mobility, and financial planning.…

The problems of Individual Education Plan (IEP) utilization with handicapped students are analyzed and compared to the developing use of Individual Transition Plans (ITP). Considered are issues of accountability, relevance, quality, feasibility, and preparedness. (DB)

This article presents a framework for preservice or inservice development of transition personnel. The framework focuses on working with others, knowledge of agencies and influencing systems, development of individualized services, professionalism, job training and support, assessment, administrative functions, philosophical considerations, career…

The Community Observation Project in Pittsburgh (Pennsylvania) has helped more than 100 secondary students with disabilities to learn prevocational skills and behaviors through observation and hands-on experience at 20 local businesses. Details of program implementation, including recordkeeping forms, are provided. (DB)

This paper outlines the arrangements for assessing school leavers under Sections 5 and 6 of Great Britain's Disabled Persons Act, summarizes the results of research in Avon (England) following the lives of 50 people with severe learning difficulties just before and after they left school. Presents a model for individual and strategic planning to…

This article describes service outcomes for people with disabilities, achieved by local Oregon communities during the past five years as they have implemented a community capacity building model called the Community Transition Team Model. Principles of successful programs included active participation of diverse stakeholders, change viewed as a…

Discusses community-based assessment and how it was linked with the job-matching process to assist students with severe disabilities in the job development and placement process. (JOW)