The essay critically examines the transition model proposed by the Office of Special Education and Rehabilitation Services and summarizes a recent study of secondary special education, focusing upon needed improvement. Recommendations are offered for modifying the basic model of transition, and for improving high school programs as foundations of…

A model is presented for the school-to-community transition of disabled students. The model emphasizes occupation, residential adjustment, and existence of desirable social and interpersonal networks. Problems in these three areas are documented, and development of the Oregon Transition Team Model to improve patterns of service and care is…

The paper analyzes 27 studies to identify guidelines for conducting follow-up or follow-along studies of special education students in transition from school into adult communities. Methodological principles should cover subject sampling, breadth of domains examined, variable specification, instrument development, and other areas. A specific model…

This paper conceptualizes transition as an outcome-oriented process leading to quality of life for individuals with disabilities. The paper discusses theoretical issues pertaining to the definition and conceptualization of quality of life, research findings in this area, and issues that should be addressed in the future. (Author/JDD)

The 1980s movement for improved transition of handicapped youth from school to work is considered in light of similar previous movements: (1) the career education movement of the 1970s and (2) the work/study movement of the 1960s. The influence of broad social issues (such as educational reform) on outcomes for the transition movement is stressed.…

This curriculum kit contains a teacher manual, five student workbooks, a program guide, informational brochures, and a videotape recording, designed to teach high school students with and without disabilities how to begin planning for their lives after they leave school. NEXT S.T.E.P. (Student Transition and Educational Planning) is intended to…

This report, part of a 3-year follow-along study of 422 Oregon and Nevada students with disabilities who are transitioning from school to adult life, examines experiences of students who had worked on a job while still in school, methods of finding jobs, hours worked, and wages earned. Implications for policy development are outlined. (JDD)

This position statement reviews the history of the transition concept; defines it; identifies components of transition planning; and considers issues important in the delivery of transition services, including a focus on student preferences, inclusion of the student with disabilities within regular school programs, and provision of community-based…

This paper describes the vocational programs and transition planning services needed and received by 553 students with and without disabilities during their last year of high school in Oregon and Nevada. Results are discussed in terms of regular and specialized vocational instruction, school-sponsored work experience, vocational skills…

The Community Transition Team Model guides the process of systematic program change in secondary special education and transition programs in Oregon. The model uses a management-by-objectives paradigm for implementing its principles, which include local control, a developmental perspective on change, a focus on program capacity, and networking…

Management issues, guidelines, policies, and procedures for implementing a statewide plan in Oregon for improving secondary school special education and transition programs for students with mild or severe disabilities are described. An overview is given of the development of the plan, including discussion of: background events; general underlying…