Successful early childhood program transitions involve the coordination and continuation of developmental and comprehensive services from birth through age eight. This guide is designed to facilitate the successful transition of children and their families into and out of Early Head Start and Head Start programs and assists in planning for daily…

This issue of the "NCEDL Spotlights" describes the content of a new book, "The Transition to Kindergarten," based on a national transitions synthesis conference sponsored by the National Center for Early Development and Learning. The document delineates the chapter topics and describes four trends expected to have significant effect on the…

Young adolescents entering high school look forward to having more choices and making new and more friends; however, they also are concerned about being picked on and teased by older students, having harder work, making lower grades, and getting lost in a larger, unfamiliar school. For middle school students, including those who have been labeled…

This bulletin is designed to shed light on successful strategies for reintegrating youth from juvenile justice system settings into the educational mainstream and to guide youth-serving professionals toward promising programs, practices, and resources. The Intensive Aftercare Program, funded by the Office of Juvenile Justice and Delinquency…

This paper summaries a study on the participation of 10 students (ages 18-21) with developmental disabilities in the transition from school to work using the Whole Life Planning model. Data included observations of organizational and planning meetings and structured interviews with the students, parents, and facilitators. Analysis resulted in the…

Young adolescents entering high school look forward to having more choices and making new and more friends; however, they also are concerned about being picked on and teased by older students, having harder work, making lower grades, and getting lost in a larger, unfamiliar school. For middle school students, including those who have been labeled…

Author describes a program which has reduced the bewilderment of entering students and, at the same time, has provided an effective means of orientation and exploration. (Editor/CB)

Background information on transitional rehabilitation for adults with severe physical disabilities is presented, and the transitional rehabilitation program offered by Courage Residence, in Minneapolis, Minnesota, is described. (SEW)

When seriously emotionally disturbed students from an institution are placed in public schools, transition programs are critical. Responses of public school teachers and institutional teachers to a questionnaire identified communication and long range planning as major concerns. (CL)

The North Hudson Jointure Commission educates children having emotional and learning problems with the focus on individual needs. All students are within the normal range of intelligence, but do not fare well in large classrooms. The goal of the program is to reintegrate students in their home district. (Author/GK)

The crucial objective of the transitional curriculum is to make only a small intended change at a time, uncomplicated by other considerations. To illustrate, an elementary science curriculum is presented that features an inquiry approach with the pupils handling materials. (Author/MLF)

The principal is crucial to helping previously home-schooled children make a successful transition to public school. Principals should make parents feel welcome; have teachers stress openness, warmth, and caring; give parents and students clear expectations; create a public-relations brochure; describe discipline procedures; discuss the school's…

To assist incoming freshmen, a Colorado Springs high school initiated learning resource labs staffed with academic coaches. Combining study hall, homeroom, and advisory group, the labs offer adult tutors, workshops on conflict resolution and study skills, career and technology exploration opportunities, a learning styles inventory, free reading…

This discussion of planning for individuals with autism using a life-span perspective considers stages and transitions across life, noting the special difficulty these individuals have with transitions; changing perspectives on disability in the United States; and characteristics of comprehensive life-span programs (sophisticated diagnoses, strong…

The Norwegian government recognizes that, in order to reduce recidivism, community institutions such as schools, social services, and employment and health agencies are all responsible for postrelease care of offenders. Follow-up transition classes and cooperation with the probation service are part of a total approach to aftercare. (SK)