A special unit for children failing to attend school addressed the needs of students with school phobia, psychosomatic symptoms, fantasies, difficulties with parents, problems with clothes and behavior, poor self-image, and gaps in knowledge. The program aimed for reintegration into ordinary schools. (CL)

The article describes several folk schools in Sweden, Norway, Denmark and Finland that cater to disabled students. The folk high schools are intended to help young people make the transition from adolescence to adulthood. (CL)

With detailed examples of best practices from middle schools across the country, this book features research-based strategies and suggestions for transition programs. It covers the roles of school principals, counselors, classroom teachers, and the central office. The book is divided into the following sections: (1) An Overview of School…

A study was made of six special units for children with special needs in secondary schools with emphasis on the relationship of the units to the main school and the organizational and curricular issues which arise in promoting integration. Staff and pupils benefit from the units, and students with varied disabilities are better integrated as a…

Considers how although for some the transition from middle school to high school can be easy, many young adolescents experience a decline in grades and attendance and begin to view themselves more negatively and experience an increased need for friendship. Notes that students with learning disabilities making the move to high school face even more…

Provides a discussion of findings from a nationwide survey of transition programs operated by state youth correction agencies for juvenile offenders. Discusses characteristics of these programs and the qualifications of staff. (JOW)

Educators at both preschool and kindergarten levels must work together to create developmental continuity and improve the chances of school success for all children. Four strategies of preparation and transition are discussed. (12 references) (SI)

A Delphi panel of 76 education, corrections, and social services professionals elicited the most effective transition services and strategies for adjudicated youth with disabilities. High-priority areas include family involvement, social/living skills, interagency collaboration, basic academic skills, evaluation, formal plan, community support,…

Discusses the Americans with Disabilities Act of 1990 (ADA) and its implementation at the local level. Identifies barriers to implementation and outlines suggestions for transition educators who are instrumental in fulfilling the promise of ADA. (Author/JOW)

Past attempts at family involvement in treatment for juvenile offenders have failed because of deficit thinking, the label "family therapy," inimical facilities, and lack of aftercare. Successful involvement means viewing parents as partners, making facilities less forbidding, focusing on the family's interest in solutions, and helping with…

Reports on use of transition groups to improve linkages between inpatient and outpatient alcoholism treatment. Notes that clients who had access to transition group had more favorable outcomes than did clients who had no access to the group. Sees group as especially useful for inpatients who had encounters with outpatient clinic before their…

Reviews major federally initiated transition demonstration efforts of past three decades: Follow Through and Head Start Planned Variation; Project Developmental Continuity; Head Start Transition Project, National Transition Study; and National Head Start/Public School Early Childhood Transition Demonstration Project. Asserts that findings are far…

Providing stable housing for runaway and homeless youth is a major function of a transitional living program. This article introduces the focus of one program working with LGBTQ youth in New York City and discusses some issues to consider when working with this population. The article also presents data associated with young people's lives after…

School transition research indicates that negative outcomes (e.g., decreases in self-esteem and academic motivation) occur for a number of students in transition. Although data are not consistent, gender and race tend to play a role in school transition outcomes. The authors investigated gender and race as variables in 6th- and 9th-grade students'…

Smooth early childhood transitions are key to ensuring positive outcomes for young children the world over--but in today's fragmented early education systems, it's difficult to ensure continuity among programs and services. Early childhood professionals will help change that with this book, the first to propose a comprehensive, practical framework…