Highly intelligent and capable high school students investigate their options for postsecondary education based on the strength of the institution's major courses of study, the size of campus, resources available for social activities, and a host of other criteria. The highly intelligent and capable high school student with a severe physical…

Relatively little attention has been paid to the dimension of time in the design of social work interventions. Critical time intervention (CTI), an empirically supported psychosocial intervention intended to reduce the risk of homelessness by enhancing continuity of support for individuals with severe mental illness (SMI) during the transition…

Individual transition plans (ITPs) outline specific curricular content and implementation strategies to help the postschool adjustment of severely handicapped students. ITPs should be longitudinal, comprehensible, based on functional objectives, oriented to a wide variety of actual environments, and should include input from competent related…

A transition planning process that focuses on quality-of-life outcomes is presented. The process, which views employment not as an outcome but as a vehicle for the attainment of quality of life, involves six steps: orientation, personal profile development, identification of employment outcomes, measurement system, compatibility process, and…

The handbook was developed by the 3-year Valley Transitional School Project, serving Augusta, Staunton, and Waynesboro schools, all located in Augusta County, Virginia. The purpose of the project was to develop and validate a model which would assist school youth with severe disabilities to make the transition from school to employment, in the…

The booklet describes studies undertaken by the Washington Research Organization (UWRO) to examine generalization processes with severely handicapped students. Section one provides background information on the UWRO, including UWRO's advisory committee, communication with other institutes for research in education of the severely handicapped, and…

This information brief explains the Transition Service Integration Model, an approach to integrating service systems at the point of transition for youth with significant disabilities. It explains that the Transition Services Integration Model is designed to combine the resources of school and postschool systems in sharing the costs of a…

This paper outlines the arrangements for assessing school leavers under Sections 5 and 6 of Great Britain's Disabled Persons Act, summarizes the results of research in Avon (England) following the lives of 50 people with severe learning difficulties just before and after they left school. Presents a model for individual and strategic planning to…

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…

The workbook presents a model of care for children with severe medical involvement that features the professional care manager. Three phases in planning for home/community discharge are identified: identification of the candidate for in-home care; identification of specific objectives, service providers, funding sources, etc.; and full…

This paper summarizes current knowledge on the transition to adulthood of youth with serious emotional disturbance in terms of epidemiology, effective interventions, and program models. The first section is introductory and provides definitions and characteristics of transitional youth noting special developmental tasks, outcomes for young adults,…

Although disabled students need the same comprehensive assistance in making the transition from school to work as their nondisabled counterparts, most disabled youth, and particulary those with severe disabilities, do not receive adequate assistance in this area. This situation can be remedied by approaching the transition to employment as a…

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,…

The Secondary Education Transition Model project at Colorado State University-Fort Collins represents a local and state commitment to serve students with severe handicaps who are moving into community work and living roles. These comprehensive transition services begin at the secondary education level and extend into the adult service system. The…

Project COMPETE (Community-based Model for Public School Exit and Transition to Employment) was a federally funded service demonstration project to investigate new procedures for secondary education and transition services for youth with moderate, severe, and profound mental retardation. The goal of Project COMPETE was to develop and validate a…