A program was implemented to provide a community-based living and work experience for students with mild/moderate mental retardation making the transition from high school to adult life. The program focuses on independent living skills, vocational education, and functional academic instruction. It incorporates shared resources, community-based…

Programs designed to enable Australian aborigines who had not successfully completed high school to qualify for science- and mathematics-related courses in higher education emphasize diagnostic testing, individualized instruction, short-term goals, and learner independence. Tutors have instructional, management, and support roles. Some early…

Describes the Kids Organized on Learning in School (KOOL-IS) initiative of the B.F. Day Elementary School in Seattle, Washington, which coordinates health, social, and educational services for homeless children. Organizational components, a case study, and program evaluation are considered. (BB)

Discusses two primary rural disability issues: employment needs of, and outcomes for, rural youth with disabilities; and employability development and transition methods. Suggests improvements for service delivery through effective case management, parent education and support, and collaboration among educational and rehabilitation agencies. (KS)

Adolescents have no prepared, appreciated, approved place in society, so they tackle identity formation and development of self-worth and self-efficacy on their own. Society must change its view that youth are troubled or harmful and instead provide opportunities for meaningful roles for adolescents, particularly those without many years of formal…

Describes a study of the effects of a summer bridge program on the academic, personal, and social development of underrepresented and low-income transfer students at the University of California, Los Angeles (UCLA). Tracks 1988 entering Transfer Summer Program students for their first two quarters at UCLA. (DMM)

This study examined potential conflicts between expectations of receiving teachers in community schools and the behaviors of elementary students moving from a psychiatric treatment facility. Students had been using the AIMS (Assessments for Integration into Mainstream Settings) system. Potential conflicts in the areas of adaptability,…

At a two-week precollege program at Fond du Lac Tribal and Community College, Minnesota, at-risk American Indian students, adult students, and staff address preparatory skills for life after high school. Students explore their individual learning styles, personal career interests, self-advocacy, problem solving, study strategies, cultural…

Describes a pilot program designed to strengthen children's transition from preschool programs to kindergarten. Discusses three major components: kindergarten registration drive for parents; a series of parent information nights; and kindergarten school visits over the course of the school year. Offers sample format for an hour-long kindergarten…

A study involving 24 special educators and 31 regular educators found that special educators using transenvironmental programming who received curriculum-based measurement information about their students' academic progress were more likely to plan and implement academic interventions in preparation for students' transition than those who did not…

Questionnaires completed by 777 participants evaluated 32 pilot summer programs in the United Kingdom designed to help high-risk 16-year-olds make the transition from secondary school to adult life and to enhance eight personal and social skills through outdoor activities. Results indicate the programs had a positive impact, but numerous…

This study of students' community college experience found that two students with mental retardation differed from two nondisabled students in their not having grown up with an expectation of attending college and in a lack of career and transition planning. All students reported positive social and interpersonal experiences, but had not developed…

Compared students who attended regular first grade with students who attended a transition classroom. Found that transition children scored lower on reading, language, and mathematics achievement than control children, were more likely to be retained, and were more likely to receive special education services. Most teachers believed transition…

Interviews with 76 former special school students (ages 16-25) found many were experiencing fractured transitions from school but were more positive about their schools than peers who attended mainstream provision. Students displayed a high level of purposefulness but lacked personal and social resources to support their progression. (Contains…

Evaluation of the "Choices-in-Transition Intervention" program with 41 low-income, predominantly ethnic minority group high school students with disabilities found the program resulted in significant increases in students' help-recruiting skills. Ninety percent of students received help with their goals and 85 percent met at least one of their…