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ERIC Number: ED420801
Record Type: RIE
Publication Date: 1998
Pages: 5
Abstractor: N/A
Transition Services. School-to-Work Outreach Project 1998 Exemplary Model/Practice/Strategy.
Minnesota Univ., Minneapolis. Inst. on Community Integration.
The Transition Services program of the Onondaga-Dortland-Madison Board of Cooperative Educational Services (New York) has been identified as an exemplary school-to-work program that includes students with disabilities. The program serves students aged 13-21, most with disabilities; the majority have mental retardation, serious emotional disturbance, specific learning disabilities, and multiple disabilities. The program has been instrumental in reducing the dropout rate of at-risk students by increasing their awareness of opportunities available to them with training and a diploma. Students must be enrolled in an academic classroom and spend a half-day there and a half-day in the program. Transition Services is tailored to two age groups: students 13-15 participate in the prevocational training program; students 16-21 participate in onsite vocational training. During the intake interview, a vocational interest inventory and discussions with the student and teacher determine an appropriate job placement. A placement is developed based on interests, strengths, and availability of specific jobs. Ongoing evaluation leads to a variety of job experiences. Exemplary school-to-work components include the following: prevocational learning with hands-on training in various functional skill areas; community workplace experience/vocational exploration; and job coaching. Collaboration with local employers is an integral component of the program. (YLB)
School-to-Work Outreach Project, Institute on Community Integration (UAP), University of Minnesota, 111 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. on Community Integration.
Grant or Contract Numbers: N/A