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ERIC Number: ED358607
Record Type: RIE
Publication Date: 1993
Pages: 142
Abstractor: N/A
Transition from School to Adult Life: Foundations, Best Practices, and Research Directions.
Kohler, Paula D.; And Others
The five chapters of this monograph review the literature and propose best practices for the successful transition of youth with disabilities from school to adult life in the community. The opening chapter, "Transition from School to Integrated Communities" (Janis Chadsey-Rusch and others), offers a review of the research on outcomes attained by special education youth, noting that current outcomes are fairly negative and identifying factors associated with positive outcomes. In the second chapter, "Best Practices in Transition: Substantiated or Implied," Paula D. Kohler reviews 49 studies and supports such practices as vocational training, parent involvement, and interagency collaboration. The next chapter, "An Analysis of Exemplary Transition Programs: How and Why Are They Selected?" by Kohler and others, focuses on the methodology used to identify best practices and exemplary programs. Frequently cited variables include supported employment services, community-based instruction, and vocational assessment practices. In "Educational Reform and Special Education: Foundations for a National Research Agenda Focused upon Secondary Education," John R. Johnson and Frank R. Rusch discuss the relationship between the educational reform movement and special education and encourage a cooperatively focused research agenda. Finally, in "Secondary Special Education and Transition Services: Identification of Issues and Recommendations for Future Research and Demonstration," Johnson and Rusch emphasize the following areas: dropout prevention, parent involvement, transition planning, curriculum and instruction, best practices, transition policy, and future research and demonstration activities. Abstracts and references are provided for each chapter. (DB)
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Practitioners; Administrators; Researchers
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Illinois Univ., Champaign. Secondary Transition Intervention Effectiveness Inst.
Grant or Contract Numbers: N/A
Note: Chapter 4 has been separately analyzed, see EC 302 170.