This directory is designed for use by parents, professionals, and disabled persons interested and concerned about the transition period from high school to adult working life. It lists persons in each state who can be contacted for information on current transition activities as well as future transition services being planned by the state. It…

The "Ready-Set-ABE" project was initiated to address the special needs of students entering adult basic education (ABE) programs directly from literacy training or others at a low level of ABE performance. The program was designed to provide these students with the tutoring they need to function successfully in mainstream ABE classes by…

The booklet addresses problems facing handicapped children beginning public school. Transition services to ease the adjustment from a special preschool to the public schools and increase the likelihood of academic and social progress are said to include active preparation of the child by teaching school skills he or she has not yet mastered.…

Issues in the transition of youth (of which 50 percent are special education students) from the community to correctional programs and then back to the community are identified and three programs which facilitate this transition in Louisiana, Washington, and Kentucky are briefly described. (DB)

Describes program of short-term rehabilitation care provided to elderly patients through collaboration between hospital and nursing home. Discusses program planning and implementation experiences, patient satisfaction, and rehabilitation outcomes. Notes that program, although successful, was discontinued due to financial and interorganizational…

Describes development of a program to ease the transition into becoming single. The program, a series of six informational letters, was developed for adults who had been separated, divorced, or widowed within the previous two years. The article also contains an evaluation of the program. (CT)

The article briefly describes programs that link school and college education for gifted students and notes efforts to offer college work to gifted high school students as well as efforts to train high school teachers to teach advanced courses. (Author/CL)

A comprehensive intervention model for learning disabled (LD) students is described in terms of curriculum aspects (tutorial approach, basic skills remediation approach, compensatory approach, and strategies approach), communication to coordinate all the individuals interacting with LD students, transition, and evaluation. (CL)

"Project Transition," a model for providing support to handicapped secondary and postsecondary vocational students during their transition from school to work, is described. The model, which builds on community resources, includes a packet of printed materials. (CL)

Teachers and parents can help learning disabled students make transitions to mainstream settings by preparing them for change in physical conditions, instructing them in organization and time management, teaching them interpersonal skills through role-playing, and assisting them in identifying and responding to a variety of emotions. (CL)

Suggests a one-semester intermediate typewriting course for students who have not attained a speed of 30-35 words per minute. It would emphasize remedial exercises as well as exercises on letters, memos, reports, invoices, and other business forms. The student would then enter advanced typewriting, business machines, and communications. (JOW)

Studied patterns of student declarations of major at a university at which one-third of incoming freshmen are undeclared. Findings for 449 students show that in the study period, 248 students had declared majors, with more than half of these choosing by their second or third semester, and almost all declaring with fewer than 46 credits. (SLD)

Draws on experiences of mature access students (n=23) in an inner London (England) further education college. Explores the range of opportunities and constraints mature students confront in their efforts to make the transition to higher education. Focuses on the narratives of the seven students who failed to complete the access course. (BT)

Describes the author's personal experience as a blind student at the Living Skills Center for the Visually Impaired, a transition program in San Pablo, California, and at college. Also describes a curriculum developed to help students with visual impairments make the transition to college. (DB)

Responses from 29 of 86 New Zealand universities and polytechnics surveyed portrayed the state of bridging or access courses. The majority are over 10 years old; they vary greatly in terminology, content, length, and clientele. They are making a significant contribution to the participation of underrepresented groups, such as the Maori in higher…