ERIC Number: ED349728
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Selected Readings in Transition.
Harnisch, Delwyn L.; And Others
This collection of readings covers critical issues related to transition of youth with disabilities from school to post-school experiences. The first paper, titled "'Cognitive Return' of Schooling for Students with Disabilities: Preliminary Findings from 'High School and Beyond'" by Delwyn L. Harnisch and Ian A. G. Wilkinson, applies value-added analysis to study the cognitive development of disabled high school sophomores. It found that staying in school yielded considerable cognitive return for students with disabilities. "Career Expectations and Aspirations of Youth with and without Disabilities" (Adrian T. Fisher and Delwyn L. Harnisch), also based on High School and Beyond data, found that youth with disabilities held much lower career aspirations than their nondisabled peers and were enrolled in vocational preparation programs while nondisabled peers were enrolled in academic streams. "Exiting School: Who Cares about the Youths with Disabilities?" (Delwyn L. Harnisch and Dale Snauwaert) points out that the majority of the youths with disabilities who exit public schools do not have access to adult services considered crucial for a successful transition to employment and independent living. "Human Judgment and the Logic of Evidence: A Critical Examination of Research Methods in Special Education Transition Literature" (Delwyn L. Harnisch and others) offers a conceptual framework for evaluating research on the transition of youth with disabilities and argues that the role of human judgment in evaluating research results should be enhanced. "An Analysis by State of the Number of Disabled Youths (Ages 12-17 and 18-21) Served from 1984 through 1988" (Jho-Ju Tu and others) reports the results of a longitudinal assessment of services offered to youth with disabilities before and 3 years after their transition from school to work. "Seven Behavioral Domains of Independent Living" (Delwyn L. Harnisch and others) examines the development of a set of scales designed to assess the major aspects of independent living, to be able to differentiate between groups with specific disabilities and between individuals with and without disabilities. (JDD)
Publication Type: Collected Works - General
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Illinois Univ., Champaign. Secondary Transition Intervention Effectiveness Inst.
Identifiers: High School and Beyond (NCES)
Note: For individual papers, see EC 301 474-479.