School personnel are mandated to provide transition planning services to students with disabilities as they prepare for postsecondary activities. A variety of student skill and knowledge areas have been recommended as important during this process. Students with disabilities encounter a variety of additional transitions throughout their schooling,…

The supplement to a previous bibliography lists 39 references concerned with the transition of learning-disabled (LD) students from secondary to postsecondary and work settings. An introduction provides a review of current issues and identifies five assumptions in the literature: (1) the transition process does exist; (2) transition is an…

The supplement to a previous bibliography lists 40 references concerned with the transition of learning-disabled (LD) students from secondary to postsecondary and work settings. An introduction notes the bibliography's emphasis on the following areas: (1) the psychosocial impact of learning disabilities on adolescent and adult development; (2)…

This guide presents a process for school-to-community transition planning for students with disabilities, based on individual need. In order for the school to support transition planning, it must put in place a school-based transition system, with the following essential components: local education agency administrative and program…

This article reviews the current literature on the assessment of students with disabilities with emphasis on evaluating student needs and preferences for transition services as required by federal legislation. Analyses of studies reported in 11 articles are summarized. The review indicates a lack of consensus on the most appropriate ways to assess…

This paper suggests a framework for analyzing needs of students with disabilities in dealing with transition services in their Individualized Education Programs (IEPs). It outlines procedures to follow to ensure adequate service delivery. The framework and procedures are intended to result in IEPs that not only will survive legal challenges but…

A survey of 76 secondary transition teachers resulted in the validation of eighth support strategies: (1) identify and provide social support; (2) identify environmental support and provide environmental changes; (3) promote acceptance; (4) observe student's opportunities for choice; (5) provide choice-making opportunities; (6) identify student's…

This article discusses components of instruction for gifted students that stress real-world-based, school-to-work transition learning. Student needs are noted such as multi-potentiality, personal expectations versus those of others, and pressure to conform. Recommendations address mentoring, career education, self-determination, leadership skills,…

Describes an interview format for use in engaging families of young people with disabilities in dialogue regarding vocational programming needs. The interview addresses parental expectations, family experiences and preferences, the student's personal needs, family support, transportation options, and wages and benefits. Ways to integrate results…

In light of the large and growing numbers of "low functioning deaf" adults who read at very low levels, this article reviews research related to transition for adolescents with disabilities, especially those who are deaf or hard of hearing. It argues for a greater emphasis on vocational and independent living skills in transition programs.…

This report examines public policy supports that might help adolescents make the transition to the workplace or future schooling. In the first section of the report, a statement of belief concerning the school's role in the transition process is presented. The second section reviews the crisis in transition supports. It itemizes the student view,…

The goal of transition planning is to bridge the gap between the mandated special education services provided by public schools and the entitlement systems under which adult services operate. This paper is designed to assist parents in understanding the transition planning process. In a question-and-answer format, information is presented to…

Interviews with 29 English students with learning, emotional, or behavioral difficulties during their final school term found that students felt that they had received good advice and support for the transition to adulthood. Subsequent lack of coherence at interprofessional and interagency levels was felt to increase vulnerability of students…

The Future-Based Assessment/Intervention Transition Model is an individualized approach to educational planning for students with disabilities. The model involves developing a plan around short-term and long-term goals that will prepare students to meet demands in school and in future adult environments. (JDD)

This brief for parents discusses the transition of students with disabilities from the structured environment of school to the post-school world and transition requirements under the Individuals with Disabilities Education Act (IDEA) of 1997. It begins by explaining the importance of transition planning and decision-making and the need for…