"Transenvironmental programming" is presented as a databased approach for promoting regular class success for handicapped students by carefully programing resource room instruction. An experimental study, with a 12-year-old student with behavior problems and academic deficiencies, is described which supports the efficacy of the approach.…

A comparative study was made of 18 mentally retarded, multiply handicapped high school students who attended a work study program and 12 students who were traditionally serviced in the academic program. (CL)

A study that reviewed 113 transition articles, developed a candidate list of all support strategies, conducted a survey of 54 transition researchers, and corroborated multiple strategies that support students with disabilities in transition to adult life, including family and peer support, student choice and preference, and student…

Dropout, migrant, ethnic minority youth attended General Educational Development (GED) programs and/or one of four sociocultural transition programs: Foxfire, computer practicum, employment competency, or peer mentoring. Compared to controls or GED-only groups, transition participants showed significantly higher achievement, especially students…

This study examined factors influencing the adjustment of children to the first year of school at four elementary schools in Australia. Statistically significant associations with children's adjustment were found for several factors, including personal and background factors, transition activities conducted by schools, children's preschool and…

Describes a two-week residential program for youths with visual impairments which focused on career development and transition from school to work. Telephone interviews with participants and their parents indicated the program allowed the youths to socialize, share experiences, acquire skills, and become more aware of careers and job…

This paper describes the problems that individuals with disabilities in South Africa have experienced in accessing educational and support services in the transition from school to work. It outlines needed changes, including making a paradigm shift, developing a new policy and legislative framework, building an inclusive education system and…

The study interviewed 73 Australian young people with a range of disabilities who had completed their school program in 1985. Subjects expressed their ideas concerning successful transition from school to adult life including the need for a planned transition process, a job-related school curriculum, and structured procedures to facilitate…

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…

Reviews the development of the English Only movement and its negative effects on linguistic minorities. Suggests the following components of a national language policy: abandon divisive "Official English" measures; encourage transitional bilingual education; expand existing adult education with federal support; and revitalize the concept…

A survey of 91 parents of children moving from early intervention programs into special education kindergartens found that most parents felt involved in the transition process and received more support from early intervention providers than from public schools. More educated parents and better prepared parents tended to feel most satisfied.…

The authors describe the Job Training and Tryout model of school-to-work transition for disabled individuals. The four phases include (1) utilizing previous assessment data and developing individualized employment success plans, (2) employability skills training, (3) job placement, and (4) job change or advancement. (CH)