ERIC Number: ED291903
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Transitioning Persons with Moderate and Severe Disabilities from School to Adulthood: What Makes It Work?
This book is intended to assist anyone who is interested in the quality of life afforded persons with moderate and severe disabilities, including educators, residential providers, vocational rehabilitation personnel, social staff, parents, and advocates. The first section, which deals with the reasons why transition is needed, covers the following topics: major federal legislation addressing transition services provided under the auspices of special and vocational education and vocational rehabilitation, legislation and initiatives versus practice, ways of narrowing the gap between theory and practice, the role of transition services as the missing link between education and adulthood, and components of the transition model (residential environment, employment, and social and interpersonal networks). The second chapter examines ways of helping moderately and severely disabled persons increase their productivity, independence, and participation in the community and workplace. It includes information on high school programs, curriculum development models, integrated school systems, and community-based instruction. The third chapter covers the "players" and procedures entailed in planning the transition process, including the core transition team and methods of individualizing and evaluating the process. The array of available residential, vocational, recreation/leisure, and community-at-large services is described in the next chapter, which deals with the outcomes of the transition process. Finally, process and product/outcome barriers are addressed in a concluding chapter on barriers to transition planning. Appendixes include a parent/guardian transition questionnaire, follow-up survey, and format for organizing individual transition objectives. (MN)
Descriptors: Case Studies, Community Programs, Education Work Relationship, Educational Legislation, Federal Legislation, Individual Counseling, Models, Moderate Mental Retardation, Normalization (Handicapped), Outcomes of Education, Program Development, Program Implementation, Residential Programs, Severe Disabilities, Special Programs, Transitional Programs, Vocational Education, Vocational Rehabilitation
Stout Vocational Rehabilitation Institute, University of Wisconsin-Stout, Menomonie, WI 54751.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Practitioners; Parents
Sponsor: Rehabilitation Services Administration (ED), Washington, DC.
Authoring Institution: Wisconsin Univ.-Stout, Menomonie. Stout Vocational Rehabilitation Inst.