This guide to family-directed transition planning is intended to help parents and students with disabilities take leading roles in the process of transition from school to post-school activities. First, a letter to families examines the challenge of change and the transition process. Section 2 examines regulations that affect transition planning,…

This paper explains recent changes in the Supplemental Security Income (SSI) program that affect adolescents with disabilities or chronic health problems. Changes include the SSI work incentives available to them, how they can maintain access to quality health care and benefits during their transition years, and key issues in transition planning.…

This bulletin provides guidance and direction to Missouri local education agencies (LEAs) regarding the U.S. Office of Special Education Program's findings that indicate Individualized Education Program (IEP) transition meetings for students with a disability failed to: (1) provide a notice to parents of the IEP meeting with the required…

This guide on transition services for Minnesota students with disabilities provides parents with information on student's rights and responsibilities under the Individuals with Disabilities Education Act (IDEA) that is available, how to obtain it, and how to improve the system to provide for transition needs that are not being met. Separate…

A survey of 277 special education supervisors and administrators found compliance with an average of 9 of 14 transition policy areas of the Individuals with Disabilities Education Act, with the most compliance found in the paperwork aspects of transition practice. The best predictor of compliance was found to be hours of transition training. (CR)

A survey of 54 educators and 62 rehabilitation counselors found the role that rehabilitation counselors serve is inadequate and is exacerbated by the fact that many counselors are not being invited to transition planning meetings by school personnel, parents, or teachers. Recommendations for promoting better collaboration are suggested. (Contains…

A study involving 84 special educators in two western states investigated special education knowledge and use of various transition assessment strategies. Although most of the educators indicated they were aware of all types of assessment strategies, they still relied heavily on those that were either standardized or teacher prepared. (Contains…

The Transition Checklist was developed to compare characteristics of mainstream settings with performance levels of students entering those settings. The checklist assesses classroom instructional methods and materials, course content, evaluation techniques, and classroom management; interpersonal/social relations; and related school environments,…

This paper defines outcome assessment for youth with disabilities; explores the relevance of transition outcome assessment to vocational rehabilitation; and reviews the relevance of using special education outcomes to assess skills and service needs of school exiters, to improve linkages with schools, and to improve rehabilitation programming.…

An integrated model for preservice and inservice teacher training in transition for students with disabilities consists of three phases: (1) transition preconditions and planning; (2) transition phase; and (3) transition outcomes. Interagency collaboration and parental/student input are central to effective transition throughout the process. (DB)

Stresses the importance of understanding the world views of diverse cultural groups and acknowledging differences in communication styles and patterns when planning transitional services for disabled minority students in rural areas. Includes suggestions for effective transition planning for culturally diverse students and their families. (LP)

A survey of 100 Wisconsin secondary schools found that students with disabilities did not use a full range of vocational programs, that only 37 percent of students had participated in vocational assessment activities, and that half had vocational goals included in their Individualized Education Programs. Results are discussed in terms of access…

The Community Transition Team Model guides the process of systematic program change in secondary special education and transition programs in Oregon. The model uses a management-by-objectives paradigm for implementing its principles, which include local control, a developmental perspective on change, a focus on program capacity, and networking…

Two studies involving adolescents with disabilities examined secondary and transition practices. Findings indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization of services around student goals and personalized…

Describes results of a multi-year effort by the National Transition Network to evaluate the State Systems Change Initiative. Among findings were that states were successful in increasing stakeholder awareness of transition issues, increasing the participation of students with disabilities and their parents, and enhancing collaborative…