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Direct linkMcMahon, Don; Hirschfelder, Katie; Poppen, Marcus; Whittenburg, Holly; Bruno, Lauren – Rural Special Education Quarterly, 2021
Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four…
Descriptors: Residential Programs, Postsecondary Education, Students with Disabilities, Intellectual Disability
Peer reviewedCoombe, Edmund – Rural Special Education Quarterly, 1993
Outlines planning procedures and strategies that enable special education supervisors to fit work transition programs for disabled students to local circumstances. Discusses school and community needs assessment to establish program goals; alternative program models; and planning imperatives related to knowledge of the community, staff background,…
Descriptors: Disabilities, Education Work Relationship, Educational Planning, Program Development
Peer reviewedClark, Gary M.; McDonnell, John – Rural Special Education Quarterly, 1994
Addresses the feasibility of developing rural community transition councils to improve transition services for students with disabilities. Describes the role of local transition councils in relation to the context of rural communities and transition services. Includes suggestions for enhancing community cohesiveness and community capacity to…
Descriptors: Advisory Committees, Community Involvement, Community Services, Community Support
Peer reviewedD'Alonzo, Bruno J.; Giordano, Gerard – Rural Special Education Quarterly, 1994
Discusses principles of rural transitional programs for disabled students and strategies for prevocational training such as career visitors, career field trips, career day fair, career bulletin boards, career learning centers, and career aptitude inventories. Discusses strategies for supplementing school programs with community and home-based…
Descriptors: Career Education, Disabilities, Education Work Relationship, Educational Strategies
Peer reviewedElrod, G. Franklin; And Others – Rural Special Education Quarterly, 1994
Advantages of school-community partnerships in developing rural transitional programs for disabled students include informal community politics that provide opportunities for educational support, accessibility of nonschool personnel, acquaintanceship of parents, strong rural work ethic, and easy identification of community resources. Provides…
Descriptors: Community Support, Disabilities, Education Work Relationship, High School Students
Peer reviewedWienke, Wilfred D.; And Others – Rural Special Education Quarterly, 1994
Difficulties in transitioning students with disabilities in rural areas include poor postschool outcomes, transportation problems, limited job market, negative attitudes toward job training programs (resulting from high unemployment), lack of job training sites, and lack of information concerning job accommodation for disabled workers. Includes…
Descriptors: Community Services, Disabilities, Education Work Relationship, High School Students
Peer reviewedLombard, Richard C. – Rural Special Education Quarterly, 1994
Describes an interdisciplinary transition model currently used in rural Wisconsin for special needs students that links vocational assessment, Individualized Education Plan development, program placement, instructional support, exit transition conferences, and postschool followup. Stresses collaboration among students, parents, educators, and…
Descriptors: Community Services, Cooperative Programs, Educational Cooperation, High School Students
