Presents guidelines and strategies for the joint development and subsequent implementation of the individualized education programs (IEPs) and the relationship between special education and vocational education in this process. Three major topical areas are explored: key concepts, IEP development in vocational education, and IEP implementation…

Sets forth the future program development responsibilities of the administrator of vocational special needs programs. Discusses terminology, funding, and program content. Also examines major issues, incentives, realistic expectations, and accountability. (CT)

Identifies and describes the following components in the integration of science knowledge and skills in vocational programs: curriculum, assessment, planning, support services and resources, intervention, and evaluation. (Author)

Best practices for at-risk students include inclusive schools, collaborative teaching, case management, staff development, incentives, support services, parental involvement, and interagency collaboration. (SK)

A study of transition coordinators (n=39) to determine how state departments of education were addressing policy issues related to the transition mandate in the Individuals with Disabilities Education Act revealed that coordinators are facing three major challenges: (1) productive interagency collaboration; (2) assisting local agencies in…

The authors address planning issues and suggest methods of interagency cooperation, integration of generalizable skills in individualized educational planning/programming, developing goals and objectives, and using student assessment and evaluation information. (CT)

Designing, implementing, and evaluating transition programs is an extremely complex task, but not an impossible one. Legislation has given society the challenge and programs have begun to emerge. (JOW)

The authors present strategies and methods for teaching generalizable skills (including demonstrating skills, grouping students, individualizing instruction, providing simulation and role-play activities, developing student teacher contracts, team-teaching, and designing individual learning activity packets). They also provide a discussion about…

Guidelines for implementing comprehensive career development for special needs learners are presented. They include review and evaluation of curricula for appropriateness, determination of the learner's current stage of career development, program planning, integration of career development opportunities, ongoing program implementation assistance,…

Addresses four issues in programming for the handicapped: role of the vocational educator in the Individual Education Program; utilization of available resources by vocational educators; parental involvement in programming for the special needs student; and increased need for inservice and professional development. (CT)

The purpose of this study was to explore the perceptions of school psychologists and transition coordinators toward current involvement and importance of involvement of school psychologists in transition planning. An adaptation of a survey designed by Staab (1996) was used to assess the attitudes of school psychologists (N = 125) and transition…

This article focuses on language assessment of LEP (Limited English Proficient) adult students in postsecondary vocational education programs. It discusses such problems as diversity of learners, vocational choices, levels of language proficiency, and language proficiency tests. Also, it suggests a sequence for planning language assessments for…