The implementation of a transition model, the flexible integration model, was investigated in a school in Sydney, Australia, using an exploratory single case study design (Rowley, 2002). It is a person-centred model designed to assist students in transitioning from a special school for students with emotional and behavioural disabilities to…

The review of the "Rainbow Connection Instructional Guide" stresses the guide's purpose in assisting the development of model transitional services for preschool handicapped students moving into less restrictive educational environments. Noted is the guide's attention to preparation of parents, roles of training and collaboration, and…

A model is presented for planning the transition of handicapped children from early childhood special education (ECSE) programs into kindergarten/elementary school mainstream classrooms. The model, developed through Project TEEM (Transitioning into the Elementary Education Mainstream), enables parents, ECSE, and elementary school program staff to…

This article presents a comprehensive transition model for mainstreaming children from early childhood special education into kindergarten. The SRA Model of Transition outlines transition practices to be implemented by the sending, receiving, and administrative staff. Suggestions for including parents throughout the process are offered. Transition…

The A.I.M. (Avondale Integrative Model) Program of Avondale School District in Auburn Hills, Michigan, is a developmental, language-based, preschool program, combining federally funded Head Start and district-funded Pre-Primary Impaired programs. The program is designed to utilize a developmentally appropriate curriculum in order to successfully…

This paper describes the progressive/collaborative model high school program, a model designed to facilitate student movement from special day classes into regular classroom environments with an ongoing emphasis on serving at-risk students. Charts outline options available to special education students through this model and differences between…

A field study demonstrated a process for determining the appropriate level of community-based consultative support for families, professionals, and paraprofessionals working to integrate children with autism. The resultant differentiated service model calls for an interministerial service plan to facilitate various transitions. (Author/JDD)

Developed as part of the Indiana Least Restrictive Environment Project, this document is concerned with issues relating to the education and community integration of persons with substantial handicaps. The paper traces the development of the movement to provide those special education services necessary to integrate the disabled into the general…

The report describes the first 3 years of the Homecoming Project, which was designed to return disabled students in regional special education programs to regular classes in 26 local Vermont schools. Fifty-eight such students (of whom 45% were moderately or severely handicapped) were transitioned into regular classes and 19 other students at risk…

A three-stage model transition program is proposed for the successful transition to higher education for learning disabled (LD) secondary students. Transition planning is defined as a process initiated by high school personnel to establish and implement a plan upon high school entry for LD students with college potential. Such planning should…

This paper discusses the results of a study that investigated the effectiveness of the Vermont Best Practices for Educating Students with Serious Emotional Disturbances in Their Local Public Schools and Communities project. The purpose of the project was to use best practices in the development of programs and services for students with serious…

Project STIP (Supported Transition to Integrated Preschools) implemented a teacher consulting model to increase integration opportunities for preschool children with disabilities being served in self-contained public school classrooms. Parents and preschool regular educators evaluated the model positively and indicated that collaboration with the…

The Employment Training and Transition Model is presented as a comprehensive classroom model whose goal is to prepare students with severe handicaps to work, live, and recreate in their home communities while in high school and after graduation. The model is built on the assumption that high school programs should be integrated, age-appropriate,…

A developing concern in Minnesota for the fact that a greater percentage of special needs students than non-special needs students tends to drop out of postsecondary vocational education prompted a project to promote articulation--transition--for these students into postsecondary education. A statewide survey was conducted to determine current…

The Vocational Education to Work model is a system of communication and support between vocational and special educators, designed to train students with disabilities in mainstreamed vocational education. The model's four sequential components include active recruitment, guided placement, continuing support, and job placement followup.…