Describes a model of intervention that is designed to support and encourage literacy development among children whose families are or recently have been homeless. The article then places this model within a global context, discussing the broader implications of providing literacy support services for homeless families. (GR)

Discusses ways physical setting facilitates room transitions for toddlers in day care centers. Recommends specific physical features that support the transition process, including visual access to the next room, flexible access to one's former room, shared space, familiar materials and structures, and enriched cozy areas. Toddlers need to take in…

This study of 422 students with disabilities and 107 without examined the extent to which the instructional components and skill outcomes associated with school-to-work programs predict better postschool outcomes for students. Findings provide general support for the school-based and work-based instructional components. Implications for practice…

A study examined barriers to transition faced by 12 young adults with disabilities receiving Supplemental Security Income (SSI) and their families. Obstacles to transition planning that were associated with SSI included difficulties managing the receipt of SSI and unawareness of the supports available through the SSI system. (Contains references.)…

Principles of transition planning for students with disabilities include: (1) the overriding role of self-determination, (2) the need to link outcomes with annual goals and short-term objectives, and (3) addressing seven specific challenges (such as too vague goals and objectives, limited expectations, and lack of action planning). (Contains…

Evaluates the impact of 4 career development curricular strategies and emotional/instrumental support in preparing rural adolescents to make successful post-high school transitions. Curriculum strategies and perceived support helped 8th-, 10th-, and 12th-grade students attain critical aspects of career development, enhanced student satisfaction,…

This study surveyed coordinators of special services at 74 postsecondary institutions on how well students with learning disabilities had been prepared by high school transition services. Overall, respondents were dissatisfied with transition services. Respondents were most satisfied with high schools' provision of updated student evaluations…

This program for reintegrating students with disabilities into the mainstream involves data-based decisions during the following phases: long-range planning, assessing the less restrictive setting, approximating new placement routines, assessing student readiness, the transition, followup, and evaluation. A checklist for assessing the less…

The paper examines the application of ecobehavioral analysis to the study of transitions between special preschool and regular kindergarten settings. Two measures for evaluating ecobehavioral interactions are described: Ecobehavioral System for the Complex Assessment of Preschool Environments (ESCAPE) and Assessment Code/Checklist for Evaluating…

Discusses literature concerning why and when adults return to school. Discusses study of 2,000 adults which investigated the concepts of transitions and triggers as possible reasons for returning to school. Findings indicate for 83 percent, learning was a utilitarian means; for 17 percent, learning was an end that justified itself. (JS)

Lists nine criteria for extra-year programs that would satisfy many proponents and opponents of such programs. (BG)

Proposes framework for planning developmental interventions for adult college students. Outlines developmental tasks and provides overview of transitional processes of adulthood. Compares developmental versus mental health models of intervention. Delineates functional roles of student affairs staff in meeting developmental needs of adult students.…

The article presents an interim report on the progress of 39 mentally retarded students in a supported competitive employment training program implemented in 5 school systems and 3 geographical areas of Virginia. Among findings were that 74 percent of the students remained in their jobs longer than 6 months. (DB)

This article proposes a retention system for at-risk postsecondary vocational educational students that coordinates curricula, instructional accommodation strategies, and support systems by making effective use of the full scope of transition services and resources available. Discussed are best practices, assessment processes, and staff…

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…