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Grigal, Meg; Dwyre, Amy; Davis, Helena – National Center on Secondary Education and Transition (NCSET), University of Minnesota, 2006
In response to recent calls in the field of special education for the development and expansion of services for older students with intellectual disabilities, local school systems nationwide have begun to provide transition services to students ages 18 and older with intellectual disabilities in postsecondary settings such as two- and four-year…
Descriptors: Mental Retardation, Learning Disabilities, Transitional Programs, Late Adolescents
Blades, Beverly; And Others
The document provides the model delivery system for an exemplary career education program developed for the Seaford School District and a curriculum guide for grades five-nine developed by teachers. The model briefly discusses career awareness and preparation but stresses career exploration. The school district's comprehensive exploratory program…
Descriptors: Career Education, Career Exploration, Curriculum Guides, Delivery Systems
Polirstok, Susan Rovet – 1989
One very active approach that school personnel can employ to help at-risk students to successfully complete school is to maximize the natural parent support system as early as possible. Parent training programs generally adhere to one of the following models: (1) the parent-as-teacher model, which trains parents to use behavior management…
Descriptors: Educational Needs, Elementary Secondary Education, High Risk Students, Models
Harrington, Diane; Schine, Joan – 1989
This survey explores community service programs involving early adolescents. School-based programs are emphasized. The following programs were selected as models of appropriate service learning and are described in detail: (1) Friendly PEERsuasion, a peer tutoring program in Arlington (Texas); (2) The Peer Counseling Program in Oakland…
Descriptors: Adolescents, Community Services, Intermediate Grades, Junior High Schools
Rohland, Mark, Ed. – Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory, 2003
School-family partnerships (SFPs) have been the focus of research, policy, and practice efforts for several years. Increasing the interest in SFPs has been the finding that when schools and families cooperate closely, children benefit. The more supportive links there are between settings, the more potential there is for healthy development. Such…
Descriptors: Conferences, Politics of Education, Educational Change, Educational Improvement


