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ERIC Number: ED412353
Record Type: Non-Journal
Publication Date: 1997
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Driven Collaborative Transitioning. School-to-Work Outreach Project 1997 Exemplary Model/Practice/Strategy.
Minnesota Univ., Minneapolis. Inst. on Community Integration.
The Student Driven Collaborative Transitioning model is a comprehensive program that addresses the needs of 2,436 students with disabilities from elementary through high school in the Kenosha United School District No. 1 in Wisconsin. The majority of the students have specific learning disabilities, emotional disabilities, or mental retardation. The program includes vocational assessment, behavior management, modified general education curriculum, community networks, and medical services. Student needs are addressed cooperatively by teachers, parents, and community service providers in several ways, including yearly Individualized Education Plans, transition activities, and vocational assessment. All students are exposed to a career education curriculum that includes career awareness, exploration, preparation, and specialization. In high school, students choose courses to meet their interests and educational needs, take vocational and employability courses, and participate in cooperative work experiences. Networks are set up to connect students to the community when they graduate and to follow up afterwards. This community collaboration is an exemplary school-to-work component. The success of the model rests on these factors: its clearly defined mission; high quality leadership and staff; foundation on published research; focus on individual student needs; student, parent, and community involvement; academic and vocational education, vocational assessment, supported employment, on-the-job training, and career training opportunities; and the collaborative relationships between school, work, local colleges, community service agencies, and local businesses. (KC)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. on Community Integration.