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ERIC Number: ED306727
Record Type: RIE
Publication Date: 1987
Pages: 107
Abstractor: N/A
Reference Count: N/A
Making Transitions Work: Short- and Long-Term Transition Strategies: A Planning Guide for Junior and Senior High School Teachers. Secondary Transition and Employment Project: STEP.
Baumgart, Diane; And Others
The guide, developed by the Secondary Transition and Employment Project (STEP) in Idaho, is for junior and senior high teachers of disabled students and provides strategies to aid in the transition of students from school to the community. Section I of the manual contains short-term transition strategies, for use with students graduating within a year. Section II contains the long-term transition strategies, a curriculum designed to systematically prepare the student to leave school. The format for both types of strategies includes goals, objectives, activities, materials, and persons responsible. The short-term strategies are grouped by recommended month of implementation, while the long-term strategies by student age (from 14 to 21). Short-term transition goals include: (1) develop a system which will facilitate the delivery of transitional services; (2) share information with parent/guardian and students on adult services; (3) develop and implement an individualized transition strategy; and (4) evaluate the success of the transition. Long-term strategy goals include: develop a management system to facilitate the delivery of transitional services; gather information for graduating students on all options available to them; and organize a long-term transition plan and procedures for implementation for students ages 14-21. Appendixes, comprising approximately half of the document, include sample short- and long-term transition forms and products as well as a schema of management strategies. (DB)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Idaho State Council on Developmental Disabilities.; Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Idaho Univ., Moscow. Dept. of Special Education.
Note: For related documents, see EC 212 792-801.