In 1992, a multiagency model of transition planning was developed and implemented to meet the identified needs of Michigan students who are deaf-blind. This article outlines the project's activities, accomplishments, challenges, and goals for the future. (Author/DB)

A template-matching strategy was successfully used to facilitate transition between preschool and kindergarten for preschoolers with disabilities. Differences between instructional environments in sending and receiving classes were identified, and an intervention was implemented in the preschool to more closely align preschool and kindergarten…

Looks at federal legislation and other initiatives that have affected the evolution of transition services to individuals with disabilities moving from school to postschool activities. Discusses areas in which reforms are needed: promoting self-determination, reducing competition between increased graduation requirements and functional education,…

Student involvement criteria in the Individuals with Disabilities Education Act (IDEA) should be interpreted within the movement toward self-determination for students with disabilities. The IDEA student involvement requirements have implications for the educational programs of youth with disabilities. (Author/JOW)

Summarizes the role of education-and-business linkages in implementing school-to-work policies at state and local levels and emphasizes the importance of educator and employer partnerships in systemic reform. Identifies barriers to implementation and suggests strategies to overcome them. (JOW)

This study assessed the ability of 45 young adults, who had graduated from a campus-based, comprehensive transition program for individuals with learning disabilities, to manage the demands of independent living and competitive employment. The study examined employment and living arrangement stability, support systems commonly used, and specific…

Despite teacher layoffs and program eliminations across United States, extra-year programs before kindergarten or between kindergarten and first grade are booming. Such developmental retentions are costly and could lead to higher incidence of dropping out. Schools should be ready for each child. Early-grade teachers and principals must reject…

A study found that 26 percent of juveniles admitted to a detention center were special education students; 39 percent were either in detention or another institution after 90 days. Inconsistencies in student identification and treatment were noted. (SK)

An effective transition from school to work does not suddenly begin when students have completed their vocational programs. The key to successful programs is having the private sector become a partner in the occupational training of youth. (JOW)

The (British) National Curriculum Council emphasizes the importance of cross-phase curriculum continuity when students pass from primary to secondary learning stages. This article summarizes results of a survey examining how primary-secondary school liaisons handled one cross-curricular theme--economic and industrial understanding--across years…

Reviews statistics on delinquency, federal involvement in juvenile justice, delinquency issues, and research needs in the areas of academic and vocational instruction, transitions, placement, and corrections personnel. (SK)

A model is presented for planning the transition of handicapped children from early childhood special education (ECSE) programs into kindergarten/elementary school mainstream classrooms. The model, developed through Project TEEM (Transitioning into the Elementary Education Mainstream), enables parents, ECSE, and elementary school program staff to…

A study of 23 University of Newcastle students who had taken bridging courses in English or math and 23 who had not found that bridging programs can enhance student performance, inculcate study habits, and improve confidence. (SK)

Discusses the core components of the School-to-Work Opportunities Act of 1994 and the key elements of successful school-to-work partnerships for students with deafness. Elements include supportive and committed leadership, committed staff, support from local and state governments, help from facilitators, and financial support from diverse sources.…

The relationships among transitional first-grade referrals, school characteristics, and children's personal and school readiness characteristics were studied with 223 students referred to developmental first-grade programs. Results indicate the complexity of referrals to transitional first-grade programs and identify characteristics of children…