This guide is intended to help Ohio educators and parents involved in the transition of students with disabilities into the work place and community. It begins with some questions which may help to determine the student's own desires in the areas of employment, living skills, and community. Next, suggestions are provided to help the transition…

The English-as-a-Second-Language (ESL) curriculum of the Arlington (Virginia) Adult Learning System (AALS) is presented. AALS is a consortium in which an adult education provider (the public school system) coordinates efforts of its own organization with a community-based organization, a vocational institute, and a university to transition…

This report to Congress examines issues in the transition of students with disabilities into postsecondary education or employment. Major findings are: (1) most IDEA (Individuals with Disabilities Education Act) youth complete high school, but data on transitions are limited; (2) problems impeding the transition of IDEA youth into postsecondary…

Difficulties in transitioning students with disabilities in rural areas include poor postschool outcomes, transportation problems, limited job market, negative attitudes toward job training programs (resulting from high unemployment), lack of job training sites, and lack of information concerning job accommodation for disabled workers. Includes…

This article discusses aspects of the Americans with Disabilities Act of 1990 (ADA) which may be of particular interest to individuals with learning disabilities preparing for employment. Case studies are presented to illustrate applications of the ADA to typical workplace situations, and suggestions are given with regard to employment preparation…

This study examined the training options and needs of paraprofessionals who provide transition services to students with disabilities in public school and adult agencies. Questionnaire responses of 142 individuals and interviews with 27 paraprofessionals and supervisors indicated that few structured training programs for these paraprofessionals…

This study of students' community college experience found that two students with mental retardation differed from two nondisabled students in their not having grown up with an expectation of attending college and in a lack of career and transition planning. All students reported positive social and interpersonal experiences, but had not developed…

Traditionally, youth with learning, cognitive, and intellectual disabilities (LCID) have not been given the option of participating in and thus benefiting from a postsecondary education. There are school districts and community colleges across the country, however, that are creating opportunities for these youth to have the option of meaningful…

On November 20, 2005, New Mexico state educational and policy leaders participated in the New Mexico Education Forum to discuss ways to improve student transition from high school to postsecondary education and careers. The forum was sponsored by the League for Innovation in the Community College and the Southern Regional Education Board (SREB)…

This final report describes activities and achievements of a federally supported 3-year program to train school guidance counselors and rehabilitation counselors to provide transition services for students with disabilities. The report is organized around the program's five goals: (1) develop, refine, and implement a training program to develop…

This feature issue explores health needs of youth with disabilities as they make the transition from child to adult roles. "School Health Services: Supporting Students with Special Health Needs" (Dee K. Bauer) describes the role of the special needs nurse on multidisciplinary teams in Multnomah County (Oregon) schools. Two articles deal with…

This booklet contains guidelines for implementing a planning process that enhances the transition-related results of New York school districts' individualized education programs (IEP) for students with disabilities. The guide highlights applicable federal and state law and regulations and provides a logical process that addresses transition…

This report presents recommendations that address needed changes and improvements in state policies, administrative practices, and school and community service programs, in relation to school-to-adult-life transition of young people with disabilities in Minnesota. Recommendations were derived from two sources: (1) reviews of state plans and…

A review of the issues of "Agricultural Education Magazine" published during the 1982-1983 school year indicates that, even then, the vocational agriculture profession was experiencing considerable change while continuing the long-held philosophy that vocational agriculture programs must include the interrelated components of…

This monograph presents the Arkansas Transition Agreement developed by the Interagency Council on Self Sufficiency (ICSS), which has the goal of developing, implementing, and monitoring a statewide process for transition of students with disabilities from school to integrated postsecondary education, employment, and community living. Following a…