Discusses the role of vocational education in school-to-work transition for special needs students. Includes causes of special needs unemployment and describes characteristics of job skills needed by a "knowledge worker." (JOW)

The author makes suggestions for vocational teachers working with disadvantaged students: (l) understand the educational and cultural backgrounds of students; (2) relate all classroom and laboratory experiences to the world of work; (3) modify teaching skills; and (4) develop positive linkages. (CT)

Reviews a theory of decision making that has implications for the decisional counseling of youth facing the transition from school to work. Suggests that the conflict theory model may be useful in counseling adolescents in occupational and educational decision making. (JOW)

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)

Presents generic instructional strategies that can be used by vocational instructors to improve the quality of vocational education available to special education students in mainstreamed settings and to assist handicapped individuals' transition from school to work. Strategies are collaborative approaches, task analysis, cooperative learning…

Prince William County Group Home for Boys is a comprehensive, community-based residential treatment facility for adjudicated adolescents. Components include a carefully selected staff; development of self-esteem through team building, leadership, and community service; and attention to postschool transition. (SK)

The transitional assessment model described here contains the following characteristics: vocational orientation, comprehensive approach, individualized focus, contemporary design, and informal instrumentation. The screening, placement/planning, and monitoring/evaluation services vary in degree depending on the severity of the student's disability.…

Provides background on the job club process and how it can be used for integrated training of special needs and regular education students in need of job search assistance. Includes field test project information. (JOW)

The SCHOOL/WORK program fosters the transition to work of deaf and hard-of-hearing high school students in Philadelphia. Students perform community service and work training activities while receiving academic instruction in mainstreamed as well as special education settings. (SK)

An increasingly diverse work force includes people with special learning needs. When addressing diversity issues, employers should consider accommodations for this population. Special needs educators should broaden their perspectives on training diverse learners for the workplace. (SK)

Interviews with 12 diversity experts identified initiatives most likely to assist transition of minority youth (training, outreach, career development, equitable policies); goals for successful transition (knowledge of diversity issues, career plan, ability to work in teams); and diversity-sensitive workplaces (successful in hiring/retaining…

Provides information to those initiating a vocational transitional program as well as those wanting to improve existing programs. Profiles a northern Illinois special education cooperative that has provided transition assistance for several years. (JOW)

Describes the use of a problem-solving approach to assist special needs students in conceptualizing safety rules so that safety rule use will be applied in the vocational shop environment. (JOW)

In transition, articulation refers to appropriate coordination of services required for a successful move or transfer by special needs students. Four types of articulation are examined that improve service delivery for students with special training needs. (JOW)

Ways to promote self-determination for adolescents with disabilities include (1) teaching self-regulation skills; (2) emphasizing workplace psychosocial skills; (3) ensuring opportunities for choices; (4) organizing instruction to promote self-determination; and (5) using metacognitive and other teaching strategies. (SK)