ERIC Number: ED283340
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Severely Handicapped Youth Exiting Public Education: Issues and Concerns.
Halloran, William; And Others
Survey responses of 46 state directors of special education regarding the problems faced by severely handicapped students who exit public schools but require adult services indicated that severe discrepancies exist in most states between the number of people needing adult services and the capacity of such service systems to meet these needs. Two-thirds of the respondents felt that public school leavers have more difficulty accessing community adult services than do individuals leaving state institutions or those who are under the care of state agencies. Two-thirds of the respondents also indicated that confusion exists regarding which state agency and/or adult service provider should receive student referrals. Approximately 70 percent of the respondents indicated that parents are becoming increasingly aware that adult service providers do not operate under a serve-all mandate similar to public education; as a result, increased lobbying is occurring or beginning to occur in most states. Over 60 percent of the respondents indicated that greater emphasis should be placed on recreational and leisure services as an integral component of community life for handicapped adults. State directors of special education believed that additional cooperative planning is necessary to build the continuum of adult services needed to maximize participation of severely handicapped individuals in the community. (CB)
Descriptors: Administrator Attitudes, Adult Programs, Community Services, Deinstitutionalization (of Disabled), Delivery Systems, Education Work Relationship, National Surveys, Needs Assessment, Neighborhood Integration, Normalization (Handicapped), Severe Disabilities, Social Agencies, Special Education, State Departments of Education, Transitional Programs
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Washington, DC.