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ERIC Number: ED386857
Record Type: RIE
Publication Date: 1995-Jan-3
Pages: 87
Abstractor: N/A
Research Synthesis on Design of Effective Curricular Practices in Transition from School to the Community. Technical Report No. 9.
Hanley-Maxwell, Cheryl; Collet-Klingenberg, Lana
This research synthesis identifies critical aspects of curriculum as they relate to the successful school-to-work transition of students with disabilities. The first section provides basic information on transition and covers the goal of transition, its framework, the transition process, and school personnel involvement. The second section reviews transition-related curricular issues, discussing existing models of transition and a proposed model which focuses on individualized skill building in the academic, social, vocational, and independent living areas, with skills characterized as either first-order (core) skills, higher-order skills, or goal-specific skills. Also reviewed here are studies supporting this model; studies of post-school outcomes; and planning, instructional, and assessment practices which impact on the effectiveness of transition services. The third section summarizes areas of need and provides guidelines for the development of quality curricular tools. These guidelines are organized according to the content, application, and philosophy of these tools. This section ends with a discussion of barriers to development and use of quality tools. A conclusion stresses the importance of focusing on self-determination as the main educational goal. An appendix summarizes barriers to effective transition and guidelines for development of curriculum tools. (Contains approximately 150 references.) (DB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Coll. of Education.; National Center To Improve the Tools of Educators, Eugene, OR.
Grant or Contract Numbers: N/A
Note: For separate executive summary, see EC 304 247.