Interviews were conducted with parents of mentally retarded youth who had completed their education at special education centers or in Educable Mentally Retarded classes within regular high schools of the Allegheny Intermediate Unit (Pennsylvania). Students included 72 individuals who left the special education centers in 1987 (1-year follow-up);…

The ways in which further education (FE) and related sectors in England can assist young people with special needs are discussed. After a brief introduction in Chapter 1, Chapter 2 considers school-based provision. College-based provision, which is considered in Chapter 3, consists of six modes: adjusted mainstream provision, link courses,…

This report summarizes results obtained for the first cohort of students (n=98) with disabilities involved in the pilot Transition Project begun in 1989 in New South Wales (Australia). Students were in either special schools (56 percent), special classes in regular high schools (40 percent), or integrated regular settings (3.5 percent). Of the…

This report focuses on the transition situation of mentally retarded (MR) youth in Allegheny County, Pennsylvania. The county is served by two Intermediate Units: IU2 (1170 MR students) serves the Pittsburgh School System and emphasizes mainstreaming, with the mildly handicapped attending neighborhood schools and severely handicapped attending a…

The White House Conference on Child Health and Protection has recently pointed out how inadequately this country is providing educational opportunities for exceptional children. One-half million gifted children, another half million retarded children, three-quarters of a million children exhibiting serious behavior problems, three hundred thousand…