The booklet presents guidelines for implementing Massachusetts Chapter 688, which provides for a 2-year transitional process to plan for habilitative services for severely disabled young adults who will lose their entitlement to special education upon graduation or reaching the age of 22. The law is intended to serve individuals who traditionally…

This eight-chapter procedural guide outlines a supported work approach for competitive employment training of Mississippi citizens with moderate and severe disabilities. The first chapter defines competitive and supported employment and discusses funding, personnel, program options, and vocational curriculum development and assessment. The second…

Survey responses of 50 State Directors of Special Education indicated wide discrepancies among states in how extended year services for severely handicapped students are provided. The article presents legal and educational bases in support of extended year programing and stresses the need for empirically based program guidelines. (Author/DB)

The article describes the Utah Community-Based Transition Project, a federally funded project on transition planning for severely disabled youth. The planning process is aimed at facilitating coordination and expansion of community services for each graduate. Barriers facing states as they attempt to implement effective transition planning models…

The paper discusses recommendations for a statewide (California) plan to provide transitional services to severely handicapped high school students. Initial sections trace the state and federal commitment to transitional services for work and other aspects of life. Thirteen model programs in California and eight in other states are summarized. A…

The second of a two volume discussion of Kansas' statewide model for inservice and preservice education of teachers of severely handicapped students is the final report. An introductory section provides an overview of the project's goals and discusses the need for teachers of the severely handicapped in Kansas. Objectives for the third year of the…

This monograph presents long-range plans of South Carolina's "Continuum of Care for Emotionally Disturbed Children" program, which provides community based services to children and adolescents with severe disturbances, through coordination and utilization of public, private, and individual services. An executive summary notes that 323…

Describes a personnel-preparation program for unendorsed teachers of students with severe disabilities in Virginia. The program was designed to be inexpensive, to allow supervised application of content schools, and to meet state endorsement requirements for teaching those with severe disabilities. Evaluation results indicate participants were…

This report highlights the major issues discussed during a 2-day workshop on Medicaid funding for community-based mental health services for children and youth with severe emotional disturbances. The report opens with a brief description of the service needs of children and youth with severe emotional disturbances and the system of care that can…

Describes the results of telephone interviews with 10 former directors of state systems-change projects focused on supported employment in the context of the rapid growth of supported-employment programs for people with severe disabilities. Results are discussed in terms of the ongoing nature of dynamic change in social systems. (Author/DB)

The first of a two volume report on a project to develop a statewide (Kansas) model for inservice and preservice training of teachers of severely handicapped students describes the general approach to the model as well as details its necessary features, the project's organization and its relationship with the State Department of Special Education…

The monograph presents preliminary results from 27 states that received systems change model demonstration funds from the U.S. Rehabilitation Services Administration in 1986 and 1987. These funds were targeted to modify existing adult day programs for persons with severe disabilities and provide supported employment programs as alternative…

This final report describes the PEERS (Providing Education for Everyone in Regular Schools) Project, a 5-year collaborative systems change project in California to facilitate the integration of students with severe disabilities who were previously served at special centers into services at regular schools and the integration of students in special…

This technical assistance planning guide was developed as part of the PEERS (Providing Education for Everyone in Regular Schools) Project, a California project to facilitate the integration of students with severe disabilities previously at special centers into services at regular school sites and to facilitate the integration of students in…

This monograph presents an overview of the current status of programs for students with serious emotional disturbances in California and makes recommendations for program improvements. An introductory chapter summarizes important themes including screening, prevention, and early intervention; definitions; eligibility issues; assessment;…