ERIC Number: ED473998
Record Type: Non-Journal
Publication Date: 2002-Dec
Reference Count: N/A
Integrating Service Systems at the Point of Transition for Youth with Significant Disabilities: A Model That Works. Information Brief.
Luecking, Richard G.; Certo, Nicholas J.
This information brief explains the Transition Service Integration Model, an approach to integrating service systems at the point of transition for youth with significant disabilities. It explains that the Transition Services Integration Model is designed to combine the resources of school and postschool systems in sharing the costs of a student-driven approach to transition planning during the last year of school, with the intended result of integrated employment with wages paid directly by the employer. The brief reports encouraging results from using this model, which has been piloted in several communities in California. It notes that 72% of students were employed at graduation as compared with 8% prior to model implementation. A case study of the San Francisco Unified School District's use of the model is offered. A table identifies seven features of the Transition Services Integration Model. These include: an organized community-based class of 8 to 10 youth with significant disabilities during their last year of school; employment in integrated settings during this year; non-work activities performed in normalized settings; and adult agency employment specialists working in conjunction with school personnel. (DB)
Descriptors: Agency Cooperation, Disabilities, Education Work Relationship, Integrated Services, Models, Secondary Education, Severe Disabilities, Social Integration, Transitional Programs, Work Experience Programs
National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: firstname.lastname@example.org. For full text: http://www.ncset.org.
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.