ERIC Number: ED399722
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Taxonomy for Transition Programming: Linking Research and Practice.
Kohler, Paula D.
This report attempts to establish a link between research findings and practice in the transition of students with disabilities. A taxonomy is presented that provides a framework for designing educational programs that reflect a transition perspective for students with disabilities. Chapter 1, "Preparing Youths with Disabilities for Future Challenges: A Taxonomy for Transition Programming" (Paula D. Kohler), reviews studies that identified effective transition practices, identifies additional effective practices, organizes the practices into a conceptual framework, and evaluates the framework. Chapter 2, "Evaluating Transition Services: Development of a Transition Services Assessment" (Dorothy M. Millar and others), presents a transition services assessment process and describes development of Michigan's Midland County Interagency Transition Team (MCITT) Transition Self-Assessment. Chapter 3, "Implementing Transition Practices: A Search for Effective Strategies" (Paula D. Kohler and Suzan M. Van Beaver), provides overviews of eight transition projects that have implemented and evaluated transition practices included in the taxonomy. A list of 33 additional projects is provided, along with project abstracts. Appendixes include a copy of the taxonomy, a copy of the MCITT Transition Self-Assessment Instrument, and a nomination form for effective transition practices. Chapters contain references. (CR)
Descriptors: Adolescents, Classification, Delivery Systems, Disabilities, Education Work Relationship, Educational Strategies, Evaluation Methods, Models, Program Effectiveness, Program Evaluation, Program Implementation, Secondary Education, Self Evaluation (Groups), Theory Practice Relationship, Transitional Programs
Publication Type: Information Analyses; Tests/Questionnaires; Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Illinois Univ., Champaign. Transition Research Inst.
Note: Pages 126, 149-150 are cropped.