Examined the extent of extra-year programs for kindergarten students in Texas school districts; identified procedures and curricular interventions; and established the growth trend of these classes statewide. Found that 39% of the 285 school districts responding had transition classes, and the trend for the state at-large appeared to be one of…

Reviews data on the skill level and readiness for independence of adolescents who are placed in the substitute care system in Washington State. Findings suggest that many of these youth do well in terms of skill learning and performance, and are prepared for independence upon emancipation. Nevertheless, remedial training is suggested to better…

Responsibility, self-care, supportive environment, and employment were analyzed as significant indicators of readiness for independent living for adolescents in foster care. Results indicated that school performance, mental health problems, hours worked per week, total number of placements, contact with father, ethnicity, and caretaker perceptions…

Discusses community-based assessment and how it was linked with the job-matching process to assist students with severe disabilities in the job development and placement process. (JOW)

Families (n=46) of mentally retarded public school graduates in British Columbia were asked about their child's transition outcomes and transition process. Results revealed a strong reliance on segregated adult services and a transition process in which families received little help. (DB)

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.…

A future-based assessment/intervention model is proposed for improved programing for students with mental retardation. The model is an extension of curriculum-based assessment but takes into consideration students' abilities and individual goals and objectives. The assessment model is linked closely with instruction and is particularly valuable…

This article outlines six values that should form the basis of transdisciplinary team alliance in planning transition from school to integrated employment for students with severe disabilities. The values are organized into principles of shared responsibility, and recommendations are provided for their implementation. (JDD)

Describes the Supervised Independent Living Orientation Program (Michigan), which provides a transition into relatively unstructured independent living to adolescents and youths with a history of behavioral and emotional disturbances, including delinquency and psychiatric hospitalization. Discusses contracts used in the program. (BB)

A total of 246 parents and educators of deaf students, rehabilitation specialists, and deaf adults were surveyed regarding obstacles to school-to-community transitions for youth in the Pacific Northwest. Results are delineated for three groups: deaf individuals, hard-of-hearing individuals, and deaf multihandicapped individuals. (Author/PB)

A survey of 36 adolescents with mild disabilities and 37 professional educators revealed perceptions of a significantly low level of existing transition instruction and services but a high level of perceived need for such services. High level perceived needs included job maintenance skills, parent training, self-advocacy, individual transition…

Recent emphases on school readiness and standardized testing have resulted in educational practices with negative consequences for children. These practices include a higher school entry age, grade retention, transition programs, and the practice of enrolling children in kindergarten when they are six, rather than five, years old. (BC)

The Transitional School System is proposed as a network of neighborhood-based and controlled schools that would help welfare recipients by offering academic and professional training, crisis intervention, and family counseling. (SK)

Explains antecedents, program variations, and rationale for developing single-sex schools for African-American males and females. Such schools share various values and features based on the importance of gender differences. Most programs offer appropriate same-sex role models, help with transition to adulthood, cultural inoculation, strengthened…

This article presents a conceptual model for analyzing the process of implementing policies for school-to-work transition of individuals with disabilities. The model identifies explicit and implicit directives, describes policies and practices, contrasts practices with policy directives, assesses quality of local implementation, and identifies…