This report presents an analysis of research on the state of transition, post-secondary education, and employment outcomes for youth and young adults with disabilities over the past 25 years. It identifies what has worked in the areas of transition planning, services, and supports. It also considers what should work in light of unmet needs and…

In the past decade, disappointing national outcomes have been reported regarding the transition of youth with disabilities to community and work environments. The transition outlook is even more dismal for rural youth with disabilities, in light of geographic barriers to special education service delivery, lack of jobs in rural areas, and rural…

This final report discusses the outcomes of Project STEPS (Sequenced Transition to Education in the Public Schools), an outreach project designed to provide training and technical assistance to states and territories in the development of a statewide transition system for children with disabilities, birth through 5 years of age. The focus of the…

Reviews the literature on the efforts of school-college collaboration to increase the number of minority group students who enter and graduate from college. Concludes that these relationships have been largely self-serving, benefiting school and college personnel much more than the targeted disadvantaged students. (FMW)

This chapter examines recent attempts to promote students' transitions into postsecondary education. In particular, it focuses on the evolution of career and technical education (CTE) to promote student transition by coupling more rigorous academic preparation with CTE programs.

Using college transcripts, we separate the effects of remedial coursework from high school preparation. For two-year colleges, taking remedial classes was "not" associated with less academic success. In four-year colleges, there "are" negative effects of remedial coursework, but many minority students who complete a bachelor's…

This final report describes major activities of a Maine project to develop a follow-up and follow-along survey instrument and data management system to allow local school districts to determine outcomes for graduates with disabilities and use this information in program review and modifications. The report explains the process used in the 1-year…

This report discusses the Lafayette Parish Early Childhood Project which was designed to meet the educational needs of four-year-old children with developmental lags who had not been accepted to the local Head Start program. The evaluation was conducted to determine the effectiveness of the preschool project in terms of: (1) students' improvement…

This resource guide outlines procedures for efficiently and effectively planning and implementing transition programming for at-risk students. Based on a review and synthesis of needs assessment systems in transition programs, a flow chart is presented showing step-by-step procedures recommended for local transition needs assessments. Steps in the…

This report evaluates the first year of a project implemented in the Dallas (Texas) Independent School District for the purpose of improving English language skills of limited English speakers (LEPs) through the use of their native language (Spanish) and computer-assisted instruction. The achievement scores and gains of LEP and non LEP seventh and…

Starting school is a transition marked by excitement, trepidation, happiness, or sadness for all involved. This issue of the Australian Early Childhood Association Research in Practice Series discusses some of the issues described as important by children, parents, and preschool and elementary educators in an interview study of children's…

An inservice teacher training program on individualized education programs was provided to two vocational coordinators and seven teachers of students with mental retardation. The program was found to be effective in teaching the participants how to write technically adequate objectives and in increasing statements of generalized performance. (CR)

Reflects on a study of the effectiveness of an inservice training program on individualized education programs that was provided to two vocational coordinators and seven teachers of students with mental retardation. Discusses the reasons the study focused on behavioral objectives and the importance of writing quality behavioral objectives. (CR)

This study assessed the effects of a Brevard County (Florida) high school-based vocational training and community-based on-the-job training program called Brevard's Exceptional Students in Transition (BEST). Results indicated positive improvements in vocational skills and behaviors of participants in the BEST program. (JDD)

This article evaluates Check and Connect (Hoppe & Bray, 2000), a computer-assisted learning program funded by a competitive subgrant under the "Individuals with Disabilities Education Act Part B" (ages 3-21). The program targeted 20 students in high school with disabilities categorized as "learning disabilities,"…