In this collected edition, globalization and its consequences on vocational education systems are described and, at the same time, combined with the question of whether new phenomena of inclusion but also of exclusion are produced. Inclusion and exclusion are differentiations that predominate in all kinds of (vocational education) systems,…

This handbook is intended to assist vocational resource educators (VREs) in fulfilling the role of a facilitator in mainstreaming handicapped students and assisting them in the transitions into vocational programs and into work. It is presented in a question and answer format and organized around seven goals for VREs: (1) develop a communication…

The Employment Training and Transition Model is presented as a comprehensive classroom model whose goal is to prepare students with severe handicaps to work, live, and recreate in their home communities while in high school and after graduation. The model is built on the assumption that high school programs should be integrated, age-appropriate,…

A developing concern in Minnesota for the fact that a greater percentage of special needs students than non-special needs students tends to drop out of postsecondary vocational education prompted a project to promote articulation--transition--for these students into postsecondary education. A statewide survey was conducted to determine current…

The Vocational Education to Work model is a system of communication and support between vocational and special educators, designed to train students with disabilities in mainstreamed vocational education. The model's four sequential components include active recruitment, guided placement, continuing support, and job placement followup.…

Project "A Warm Welcome," in the last of a 3-year funding cycle, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science and social studies, to 250 Hispanic students at Bushwick High School, Brooklyn, New York. The principal goals of the program were…

Initial findings regarding the educational programs and other secondary special education services surveyed during the congressionally mandated National Longitudinal Transition Study (NLTS) of Special Education Students are presented. The study, started in 1987 under a Department of Education contract with SRI International, addresses issues…

This paper examines characteristics of the hearing-impaired related to educational and employment potential and the college programs available to prepare them for employment. The deaf adult population suffers from unemployment caused by inadequacies in education and a host of non-educational factors, such as inadequate social adjustment, poor…

Work Inc., a community rehabilitation center south of Boston, provides moderately to severely disabled (primarily mentally retarded) students with paid work opportunities while they are still in school. In the Work Inc. program, the Greater Boston business community becomes part of the daily curriculum of 500 students in 35 different communities…

This paper focuses on the secondary school experiences of Hispanic students with disabilities, presenting findings from the National Longitudinal Transition Study (NLTS) of Special Education Students. The 5-year NLTS study included data on more than 8,000 students (of whom 733 were Hispanic) enrolled in special education in the 1985-86 school…

The panel presentation traces the development of and describes the operation of a Brentwood (California) project to prepare approximately 75 severely disabled individuals, ages 12-22, to function in the least restrictive recreation/leisure, vocational, and general community environments. Transition Steering Committee developed such project…

Fifty successfully employed handicapped individuals were interviewed concerning their transition from school to work, strategies they used to aid transition, and barriers they encountered. Results illustrated the importance of knowledge of available services; high school education; mainstreaming; academic, job, and social skills preparation;…

This follow-up study interviewed 720 former special-education students nine months after exiting New York schools for employment, postsecondary education, and community living outcomes. Results indicate special-education program components contributing to success included work experiences, occupational education, transition planning, and…

This paper describes the Community Transition Center (CTC) model, being tested in six districts in rural Wisconsin. The model is a way of conceptualizing and organizing the employment-related needs of mainstreamed mildly handicapped youths who are exiting secondary schools. The model emphasizes the role of secondary school transition programming,…

The ways in which further education (FE) and related sectors in England can assist young people with special needs are discussed. After a brief introduction in Chapter 1, Chapter 2 considers school-based provision. College-based provision, which is considered in Chapter 3, consists of six modes: adjusted mainstream provision, link courses,…