Traces changes in policy and legislation that have led to the provision of transition services for students who are deaf and hard of hearing. Describes provisions in the 1992 Amendments to the Rehabilitation Act, the Individuals with Disabilities Education Act, and the School-to-Work Opportunities Act. (CR)

Describes an orientation program for graduate students in a student affairs program at the University of Maryland. Beginning at the time of students' initial inquiry about the program, and continuing through the first semester, this program has been evaluated as effective by participants. (MKA)

A study investigated effects of training related to using the Sequenced Transition to Education in the Public Schools model (STEPS) on the development of community-wide transition systems. Seven teams composed of public schools, Head Start, and early intervention representatives were trained. Change occurred as a result of the training. (Author/CR)

This paper reports results of a qualitative study of the workplace experiences of eight young adults with developmental disabilities. Four characteristics of supportive workplaces were identified: (1) multiple context relationships; (2) specific social opportunities; (3) a personal and team-building management style; and (4) interdependent job…

The program "Take Action" was used to teach six adolescents with mild to moderate mental retardation the skills they needed to attain their daily Individualized Education Program goals. Results indicate all students learned to attain their own daily goals and maintained these skills following withdrawal of teacher instruction. (Contains…

A survey of 109 high school transition programs and 55 adult supported employment programs found that of 7,553 job placements for youth and adults with disabilities, the most frequent category was in food and beverage preparation services. Emerging markets for job placements included tourism and casino jobs. (Contains references.) (Author/CR)

Describes an attempt to evaluate the Transition Systems Change Initiative despite geographically dispersed program sites and different program goals, activities, and impacts. The design focused on common impacts and unique accomplishments of the projects by making maximum use of existing data. Project directors were involved in planning,…

Participants from four teams attempting to write an interagency agreement on the transition of children with disabilities from early intervention programs to early childhood special education were interviewed at three points in time, spanning 5 months. Results indicate that writing an interagency agreement was a complex, multidimensional, and…

A study examined the outcomes for 140 graduates of the Threshold Program at Lesley University, Massachusetts, a non-degree post-secondary program which aims to help young adults with severe learning disabilities and low-average IQ develop independent living skills. Sixty-nine percent of graduates are living independently and 82 percent are…

Intended to assist special educators as they help students in the transition from school to work, this article describes vocational education and vocational rehabilitation programs. Issues discussed include the referral process, eligibility, range of services and curricula available, preparation of students for entry into vocational education and…

Describes Boston College's successful six-week summer program, "Options Through Education--Transitional Summer Program" (OTE) and its academic year follow-up program, which assists AHANA (African American, Hispanic, Asian, and Native American) students to successfully negotiate the university. Although the program's target students enter…

California community colleges (n=78) ranked concerns in six life transition areas: job/career, financial, age related, health related, family, and personal. Interviews with San Francisco area businesses identified transition issues of concern to employees and ways community colleges could help. Four themes emerged: flexibility in career-related…

Argues that creating separate schools for ninth-grade students improves their academic and social transition to high school. Supports argument with research results and personal anecdotes. Describes school district experiences in developing and operating ninth-grade centers. (PKP)

Analyzed the impact of clustering a first-year seminar with an English composition course on new students' retention rates at a small, independent college in the northeast. Found no statistical difference in retention rates between students taking the clustered first-year seminar and students taking a non-clustered first-year seminar. (EV)

Fifty young children were interviewed concerning their experiences, expectations, and perceptions about starting school. Responses indicated strong focus on rules encountered in school and feelings about going to school. Conventional rules were mentioned most often, with moral and task rules negligible. Seventy-five percent of references to…