Despite teacher layoffs and program eliminations across United States, extra-year programs before kindergarten or between kindergarten and first grade are booming. Such developmental retentions are costly and could lead to higher incidence of dropping out. Schools should be ready for each child. Early-grade teachers and principals must reject…

A study found that 26 percent of juveniles admitted to a detention center were special education students; 39 percent were either in detention or another institution after 90 days. Inconsistencies in student identification and treatment were noted. (SK)

An effective transition from school to work does not suddenly begin when students have completed their vocational programs. The key to successful programs is having the private sector become a partner in the occupational training of youth. (JOW)

The (British) National Curriculum Council emphasizes the importance of cross-phase curriculum continuity when students pass from primary to secondary learning stages. This article summarizes results of a survey examining how primary-secondary school liaisons handled one cross-curricular theme--economic and industrial understanding--across years…

Reviews statistics on delinquency, federal involvement in juvenile justice, delinquency issues, and research needs in the areas of academic and vocational instruction, transitions, placement, and corrections personnel. (SK)

A model is presented for planning the transition of handicapped children from early childhood special education (ECSE) programs into kindergarten/elementary school mainstream classrooms. The model, developed through Project TEEM (Transitioning into the Elementary Education Mainstream), enables parents, ECSE, and elementary school program staff to…

A study of 23 University of Newcastle students who had taken bridging courses in English or math and 23 who had not found that bridging programs can enhance student performance, inculcate study habits, and improve confidence. (SK)

Discusses the core components of the School-to-Work Opportunities Act of 1994 and the key elements of successful school-to-work partnerships for students with deafness. Elements include supportive and committed leadership, committed staff, support from local and state governments, help from facilitators, and financial support from diverse sources.…

The relationships among transitional first-grade referrals, school characteristics, and children's personal and school readiness characteristics were studied with 223 students referred to developmental first-grade programs. Results indicate the complexity of referrals to transitional first-grade programs and identify characteristics of children…

This study follows the concerns and stresses of four Australian people with mental retardation for five months as they moved out into a community-based supported accommodation. The transition was seen as a positive event which lowered stress, however, other issues gradually re-emerged and their perceived stress level soon rose again. (Author/CR)

Presents examples of developmental students who support each other both personally and academically during the transitional first year of college. Describes the learning communities program, in which linked developmental classes specifically encourage cross-disciplinary learning and peer collaboration. Emphasizes the necessity for students to take…

The mother of a young adult with autism suggests ways that religious communities, especially their family's Jewish community, can help in the transition of young people with developmental disabilities to adulthood. She urges inclusion in religious schools, provision of workshops and support systems for young adults and their families, and…

Of 34 students in a bridging program for underrepresented groups at an Australian university, 19 had no recent educational experience and 10 came directly from high school; 20 used friends as their primary information source, smaller numbers used mass media. Better ways to disseminate information about the bridging program were recommended. (SK)

A study of 27 residential schools for students with visual impairments found the majority thought that at least an average amount of collaboration with local education agencies takes place during student transitions. They expressed concerns, however, related to cooperation, acceptance of students, and understanding of each other's programs.…

Several districts have taken a radical approach to middle/high school transitions, removing ninth-graders from the mix to give them the attention needed to succeed in high school. Three ninth-grade-only schools with 720 to 750 students in Virginia, Texas, and Pennsylvania are profiled. Students experience less social pressure from upper-classmen.…