Presents the Competitive Employment through Vocational Experiences (CETVE) model of transition from school to work for youth with mild disabilities. Discusses identification and screening of participants, placement in work experience, training, and follow-up. Also covers such issues as interagency cooperation, transportation, liability, and…

The Manhattan School for Career Development's career training curriculum for youngsters with learning disabilities is presented. The four-year sequential instructional program is described, focusing on objectives, assessment, and work experiences. Critical factors such as interpersonal skill development, vocational assessment, occupational…

The paper examines the need and implementation of transitional employment programs for handicapped youth. Effects on the handicapped of future automation are considered along with the need for school-business cooperation to prepare for the future. The importance of initial success in any innovation is noted. A Chicago transitional employment…

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…

A blind individual offers career education guidelines concerning helping blind children make realistic vocational choices, providing job awareness, setting up work-experience programs, and developing special job-seeking skills. (DB)

Describes a variety of programs which provide youth with visual impairments with work experiences. These include transition programs which may rotate students in various positions such as cooperative programs with nonprofit agencies, internships for blind college graduates, employment in rehabilitation businesses, and National Industries for the…

The guide, developed by the Secondary Transition and Employment Project (STEP) in Idaho, is intended to provide students with mild, moderate, or severe handicaps with hands-on community work experience in order to determine vocational preferences and to provide instruction in work-related skills, functional academics, and job-seeking skills. Work…

The guide, developed by the Secondary Transition and Employment Project (STEP) in Idaho, provides an overview of its sequential vocational curriculum intended to help students with mild, moderate, and severe handicaps to: (1) identify their vocational preferences and aptitudes; (2) use community resources to find out about jobs; (3) observe and…

This handbook provides guidance to schools operating Community-based Vocational Education (CBVE) programs for students with disabilities and encourages the adoption of CBVE programs by schools not presently using this approach. By following the information and examples contained in this handbook, schools can proceed with confidence to operate…

The Community Observation Project in Pittsburgh (Pennsylvania) has helped more than 100 secondary students with disabilities to learn prevocational skills and behaviors through observation and hands-on experience at 20 local businesses. Details of program implementation, including recordkeeping forms, are provided. (DB)

This article describes the establishment of Individual Development through Employment, Assessment, and Learning (IDEAL), a summer transition program for adolescents with blindness or visual impairments in Pennsylvania. The program emphasizes independence, work exploration, and social skills development. Data from participants, parents, and staff…

Many people fail to realize the extensiveness and comprehensiveness of federal and state child labor laws. Although the 1994 School-to-Work Opportunities Act did not detail the legal compliance needed by its state-funded agencies, it clearly indicates that federal and state child labor laws will apply to its employment and employment-related…

A project was conducted by the American School for the Deaf in Hartford, Connecticut, to train deaf, multiply handicapped students in job readiness skills and to place them in work experience programs. The one-year project served 17 multiply handicapped, hearing-impaired students, 18 to 20 years old, who were enrolled in the Special Unit program…

The guide, developed by the Secondary Transition and Employment Project (STEP) in Idaho, is intended for agency or school staff developing a community-based vocational training program for persons with mild, moderate, or severe disabilities. The guide is intended to be used with three available video tapes. The first module's goal is the…

This guide is intended to address the many roles and functions of job coaches in various employment settings. The guide was written to assist the following groups of service providers: (1) vocational rehabilitation personnel working in rehabilitation facilities, sheltered workshops, work activity centers, or other supported work-oriented programs;…