This study examined the outcomes of 409 students with mental retardation or multiple disabilities from 177 school districts in a Great Lakes state. These students with intellectual disabilities were interviewed at exit and 1 year following graduation. The authors developed and tested three regression models--two to predict full-time employment and…

A pre-test post-test control group design examined the effects of extending transition services beyond graduation on the employment earnings of vocational students (N=62) with disabilities. Youth receiving the extended services had higher earnings and were more likely to be employed or in a training program at 2- and 5-year follow-up. (Contains…

The article presents an interim report on the progress of 39 mentally retarded students in a supported competitive employment training program implemented in 5 school systems and 3 geographical areas of Virginia. Among findings were that 74 percent of the students remained in their jobs longer than 6 months. (DB)

A survey of 89 graduates with learning disabilities of a large public university found they were employed at comparable rates and salaries to graduates from the institution at large and at higher rates than individuals with LD who did not graduate from postsecondary institutions. Also provided are data on postgraduate education, types of…

The paper analyzes 27 studies to identify guidelines for conducting follow-up or follow-along studies of special education students in transition from school into adult communities. Methodological principles should cover subject sampling, breadth of domains examined, variable specification, instrument development, and other areas. A specific model…

Data from the Benefit-Cost Project at the University of Minnesota are analyzed, involving 239 mildly handicapped students who had exited school between 1977 and 1984. Few significant differences were found between graduates and non-graduates, though graduates were employed at a slightly higher rate. (DB)

Examination of the employment status of 1,393 former special education students revealed that 73 percent were employed one year after exit. If students held a job at the time of school exit, there was an 87 percent probability of employment one year after high school. Employment status was also related to gender, disability, and urban or rural…

This report, part of a 3-year follow-along study of 422 Oregon and Nevada students with disabilities who are transitioning from school to adult life, examines experiences of students who had worked on a job while still in school, methods of finding jobs, hours worked, and wages earned. Implications for policy development are outlined. (JDD)

This article presents information on the characteristics and post-school outcomes of youth (N=3,024) who participated in the Bridges School to Work internship program at seven sites from 1993 to 1997. Neither gender, race, nor primary disability made a significant difference in employment status at 6 months post-internship. Work behaviors during…

This paper reviews issues related to transition services to meet the postsecondary needs of individuals with disabilities. It focuses on follow-up and outcome studies, identification and analysis of best practices in transition, policy research, and analyses of applications for federally funded model demonstration projects. (JDD)

In an effort to examine the transition status of Apache Native American school leavers, a 38-item survey collected information from 48 former students with and without learning disabilities. Results indicated the students with learning disabilities had higher rates of unemployment and substance abuse and were less likely to live independently or…

Special education (n=52) and general education (n=54) students who attended an Apache Indian reservation high school were interviewed 0 to 4 years after graduating or leaving school. Both groups reported that they found mathematics and English most helpful and that they wished for more computer, business, and office skills training. (DB)

This follow-up study of 54 graduates of a California high school career and vocational services program for students with developmental disabilities or learning disabilities found that only 39 percent were in competitive employment and that jobs were predominantly in the food, building, fabrication, and packaging service occupations. Most…

Thirty-eight high-school special education students were surveyed after graduation concerning their work history, career roles, involvement with social agencies, life satisfaction, and career skill ratings. Approximately 50 percent of the group were competitively employed, mostly part time. Subjective quality of life was not related to any…

This follow-up study interviewed 720 former special-education students nine months after exiting New York schools for employment, postsecondary education, and community living outcomes. Results indicate special-education program components contributing to success included work experiences, occupational education, transition planning, and…