Understanding the developmental responsiveness of secondary school environments may be an important factor in supporting students as they make the transition from one school to the next. Students' needs may or may not be met depending on the nature of the fit between their basic and developmental needs and secondary school structures at the middle…

The article describes an innovative course developed by the Oregon Commission for the Blind to encourage a positive working relationship between agency staff and teachers as they assist students in the transition from school to work. (Author/DB)

A survey of 97 Florida and Georgia middle schools and their receiving high schools revealed that schools with two or fewer transition practices had significantly higher attrition and dropout rates than schools implementing three or more practices. Sample programs include the ninth-grade house, parent nights, advisory/mentoring programs, and…

The conceptualization of more innovative transition-intervention frameworks has become crucial for students with disabilities. A model incorporating school counselors as an additional resource in facilitating special education students' transitions to adult life is proposed. Systemic alternatives that creatively use counselor expertise within…

Transitional planning is incorporated into the multidisciplinary Individualized Education Program process for mildly handicapped tenth graders. A specific transition/termination plan was developed based on a vocational evaluation. Updating the transition plan is addressed in the student's final year, with referrals initiated to appropriate…

High school administrators, counselors, and teachers can support, assist, and nurture incoming ninth graders. Principals should share middle-level and high school buildings, teachers, and preparation time; organize ninth-grade students and teachers into interdisciplinary teams; conduct regularly scheduled advisory programs; assign upperclass…

A three-stage model transition program is proposed for the successful transition to higher education for learning disabled (LD) secondary students. Transition planning is defined as a process initiated by high school personnel to establish and implement a plan upon high school entry for LD students with college potential. Such planning should…

The paper explores the involvement of three key professions (rehabilitation counseling, special education, and vocational special needs education) in providing transition services for employment preparation for people with disabilities. Recommendations for a three-level transdisciplinary approach to service delivery are presented. (JDD)

Liberty High School is a one-year transitional school in New York City dedicated to helping immigrant students feel welcome, adjust to their new environment, learn to read and write in English, and become self-assured. Led by a "hands-on" principal, the school specializes in life skills and free clinic referrals. (MLH)

Vocationally at-risk students have one or a combination of handicaps affecting mobility, coordination, communication, self-care and/or cognition which may significantly interfere with the goals of successful student-to-adult transition, namely employment, productive work, and independent community living. A program for students with physical…

This publication describes the efforts of 15 schools to address systemic change needed to help low-achieving students move successfully from middle to high school. Section 1, "Getting Students Ready for High School," examines "Interdisciplinary Approach Helps Eighth-Graders Improve Their Scores on State Tests"; "Two-Year Interdisciplinary Program…

This paper identifies those factors and processes critical to promoting interagency collaboration between school and community agencies represented on the Individual Transition Teams (ITT) of students with severe disabilities. The ITT's goal is to assist the student in obtaining the most satisfactory transition possible into meaningful work and…

Discusses research on transition out of high school, presenting a five-category model of transition practices to ensure that students with disabilities will attain positive outcomes when they leave high school. The practices are student focused planning, family involvement, interagency and interdisciplinary collaboration, student development, and…

Using a collaborative approach in three York County (Maine) school districts, representatives from special education and vocational rehabilitation implemented a model program of transition services for specific learning-disabled (SLD) individuals, aged 16 to 22 years old. The experimental group consisted of 32 SLD individuals and the control group…

Intended for state team members developing state-wide collaborative agreements between education and rehabilitation agencies to aid in the transition of blind and visually handicapped students (ages 16-25) from school into the work force, the manual arose out of the February, 1985, Institute. The first chapter provides perspectives on transition…