This resource guide outlines procedures for efficiently and effectively planning and implementing transition programming for at-risk students. Based on a review and synthesis of needs assessment systems in transition programs, a flow chart is presented showing step-by-step procedures recommended for local transition needs assessments. Steps in the…

California's Education Transition Center has developed a network of exemplary collaborative transition programs which agree to provide site visitors with information about school, community, and private programs that can improve school-to-adult-life transition services for "at risk" students. This document contains guidelines prepared to…

This report analyzes and documents the ways that existing educational service systems have successfully modified their roles in order to improve school-to-adult-life transition services for students with disabilities. The report is based on findings from development of a model cooperative transition services system, which revealed that new roles…

Representatives were surveyed from 36 parent training programs dealing with school-to-adult-life transition, to identify practices which appeared to correlate strongly with positive outcomes for parents, professionals, and children/youth with special needs. Strategies which were identified as essential to parent/professional collaborative training…

This project was designed to identify effective parent/professional collaborative training strategies related to transition. Following a review of the literature on collaborative efforts, methodology is presented for a survey of 36 programs. The survey addressed four key areas: elements related to the type and level of training, demographic…

A needs assessment was conducted with clients of the Rehabilitation Center for Brain Dysfunction (Irvine, California) and other local populations of learning-disabled adults. This report discusses the background of the problem addressed by the needs assessment, presents the results of an in-depth analysis of the responses to the survey instrument,…

Evaluations of two Austin (Texas) Independent School District (AISD) programs are contained in this report: (1) The School-Community Guidance Center (SCGC); and (2) The Transitional Academic Program (TAP). SCGC is a program serving incorrigible and delinquent students at two locations: the F. R. Rice Secondary School and the Travis County Juvenile…

The Learning Development and Evaluation Center (LDEC) at Florida A&M University offers students with specific learning disabilities the opportunity to succeed in postsecondary education. LDEC provides psychoeducational assessments upon which an individualized educational plan is based. Guidelines encompass initial screening procedures, ongoing…

The paper examines the role of alternative schools in the field of special education, with particular attention given to the education of behaviorally disordered or seriously emotionally disturbed children. The paper begins with information on the history of alternative schools for this population and continues with a discussion of identification,…

This report evaluates the first year of a project implemented in the Dallas (Texas) Independent School District for the purpose of improving English language skills of limited English speakers (LEPs) through the use of their native language (Spanish) and computer-assisted instruction. The achievement scores and gains of LEP and non LEP seventh and…

This paper attempts to analyze current research on kindergartens, to assess kindergartens' contribution to public school education, and to provide Mississippi legislators and educators with a basis for making decisions concerning a state supported kindergarten program. A chart summarizing legislation relating to kindergarten in the 50 states…

Presents a brief history of the retarded adult in society, looks at services presently available to retarded adults, and proposes an integrated rural transitional facility. Emphasizes the role that schools could play in developing training which would allow retarded adults to live and to work in the least restrictive environment. (JHZ)

The Job Training Partnership Act, which provides money to programs preparing disadvantaged (including disabled) individuals for entry into the labor force, has helped special education students in such programs as the Special Education Local Plan Areas Job Project and the Day Training Activity Center at the Las Trampas School, Inc. in Lafayette,…

This article examines the role of the vocational counselor in the job-seeking process for learning-disabled adults. It covers assessment of clients' interests and abilities and matching with job opportunities; teaching of job-seeking skills; use of volunteer jobs to assess clients' work habits; job-hunting procedures; and dealing with work…

A Montgomery County (Maryland) task force was jointly developed by the county executive and the school superintendent to consider the transition from school to work for disabled students. Recommendations were made which resulted in development of a transition planning/coordinating function and a model for planning transition services. (JDD)