ERIC Number: ED408752
Record Type: RIE
Publication Date: 1997-Apr
Reference Count: N/A
Impacts of an Inclusive School-to-Work Program.
Bang, Myong-Ye; Lamb, Peg
Holt High School (Michigan) has implemented a school to work transition for its 1,200 students, including 120 students with mild to severe disabilities. The Holt Transition System is based on a taxonomy of five domains: student development, student-focused planning, interagency collaboration, family involvement, and program structure and attributes. The system includes a School-To-Work Mentorship Program, taught as an elective by collaborating general education and special education teachers. It offers planned, comprehensive, community-based experiences. Adults and agencies from the community share information about careers and help in individual vocational assessment. School personnel and students develop a career plan and acquire basic vocational skills. Students with learning and behavioral challenges are provided with a job coach. To investigate program effects, the interviews and journals of 25 students (8 with disabilities, 7 at-risk, and 10 nondisabled) were analyzed as were reflective papers of core team members. Results indicated the program had important effects on students' employability, social skills, and self-determination skills. The importance of specific supports and services was confirmed, including shared vision by parents, teachers, employers, and agency personnel; provision of a variety of experiences(with accommodations) in different occupations; willingness to collaborate; administration support; a job coach for students with disabilities and at-risk students; and support from nondisabled peers. (Contains 21 references.) (DB)
Descriptors: Agency Cooperation, Community Based Instruction (Disabilities), Disabilities, Education Work Relationship, High Schools, Inclusive Schools, Mainstreaming, Mentors, Program Effectiveness, Program Evaluation, Regular and Special Education Relationship, School Business Relationship, School Community Relationship, Transitional Programs
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation.
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Council for Exceptional Children (75th, Salt Lake City, UT, April 9-13, 1997).