the Between: Planning for the Transition from High School to Adult Life
Matuszak, T., Langel, P., Goldberg, M., & Goldberg, P. (1992).
Minneapolis: PACER Center.
Begin the Between: Planning for the Transition from High School to Adult Life reviews basic issues essential to students with disabilities in order to complete a successful transition from high school to adult and community living. This booklet provides information on transition issues, planning strategies, and the adult service system. In a workbook format, the booklet guides students with disabilities and their families in developing a comprehensive transition plan based on their exploration of the student's skills, interests, and future goals. (41 pages, $5.00, free in MN to students with disabilities)
4826 Chicago Avenue South
Minneapolis, MN 55417-1098
School to Work: A Transitional Handbook (5th Ed.)
Quad City/Tri-County Transition Planning Committee. (1992-1993).
East Moline, IL: Quad-City Regional Vocational System.
Prepared for high school-age special education students and their parents, this handbook is to be used as a tool to help with the school to community living transition. Emphasized are early vocational planning and the identification of school programs and community agencies that are the most suitable for the student. Vocational programs and support services are referenced in this handbook but are limited to certain counties of the state of Illinois. (86 pages, no charge)
Quad-City Regional Vocational System
U.T. Area Vocational Center
1275 - 42nd Avenue
East Moline, IL 61244-4100
Beyond the Classroom: Transition Strategies for Young People with Disabilities
Wehman, P. (1992, August).
Baltimore: Paul H. Brookes Publishing Co.
This book examines the concept of transition and what rehabilitation counselors, special educators, psychologists, and other professionals in the field must do to enhance transitions from school to adulthood for young people with disabilities. It examines critical educational, legal, and social issues surrounding transition; identifies models and approaches to transition planning; and provides strategies for their implementation. (459 pages, $44.00)
Paul H. Brookes Publishing Co.
P.O. Box 10624
Baltimore, MD 21285-0624
of the National Conference: Future Frontiers in the Employment of Minority
Persons with Disabilities
Walker, S., Belgrave, F. Z., Nicholls, R. W., & Turner, K. A. (Eds.). (1991).
Washington, DC: President's Committee on Employment of People with Disabilities and Howard University Research and Training Center for Access to Rehabilitation and Economic Opportunity.
The goal of this conference was to explore means of eliminating and reducing existing barriers to employment, educational opportunities, and rehabilitative services. Among the topics addressed were increased rehabilitative services, better educational opportunities, multicultural approaches, forming partnerships and linkages, leadership development, mentoring, and technology. (112 pages, no charge for single copy)
Howard University Research and Training Center for Access to Rehabilitation and Economic Opportunities
2900 Van Ness Street, NW
Holy Cross Hall, Suite 100
Washington, DC 20008
Claude Grant, Jr.
President's Committee on Employment of People with Disabilities
1331 F Street, NW
Washington, DC 20004
of Life for Persons with Disabilities: Skill Development and Transitions Across
Weisgerber, R. A. (1991, April).
Frederick, MD: Aspen Publishers, Inc.
The author of this book offers readers a comprehensive look at providing services to persons with disabilities. The book emphasizes continuity and shared purpose among service providers, with special attention to points of transition across four life stages, as well as teaching employability and daily living skills. A summary of contents includes disability and the concept of quality of life, supporting the developing child, educating the individual with disabilities, entering and advancing in the working world, and retirement and disability. (224 pages, $38.00)
Aspen Publishers, Inc.
200 Orchard Ridge Drive, Suite 200
Gaithersburg, MD 20878
to Community Transition for Youth with Disabilities
Browning, P., Dunn, C., & Brown, C. (1992).
Auburn University, AL: The Program for Training and Development, Auburn University.
This manuscript is a version of a chapter in Recent Advances in Special Education and Rehabilitation. The authors address what they believe to be essential considerations that must be attended to by our nation's secondary special education schools and other transition-related services and programs. Movements during the past three decades directed toward school to adult life transition are introduced. Also discussed are service delivery in school-related considerations and other-than-school program strategies. The authors also provide a look into the future of transition programs and practices. (41 pages, $2.00)
Community Rehabilitation Training Project
1228 Haley Center
Auburn University, AL 36849-5217
Resources to Facilitate the Transition of Learners with Special Needs from
School to Work or Postsecondary Education, Volume 2
Kallembach, S. C., Burac, Z., Coyle-Williams, M., Benesh, J., Bullock, C., & Iliff, L. (Comps.). (1992, August).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley, Office of Special Populations.
This publication supplements and updates the transition resource guide developed by the Office of Special Populations (formerly the Technical Assistance for Special Populations Program) in 1989. It contains listings of resources useful to anyone involved in implementing the new legislative mandates on transition contained in the 1990 Perkins Act and the Individuals with Disabilities Education Act. It is intended to assist the user in accessing information on a variety of transition-related topics (e.g., assessment and evaluation, career guidance and counseling, curriculum and instruction). Sources of information in the guide include publications, model programs, newsletters, agencies, associations, clearinghouses, computer-based information networks, databases, and state personnel. Each is annotated and includes information on ordering or contacting resources. (MDS-300@747, 231 pages, $12.50)
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
Vocational ESL Students
Capital Consulting Corporation. (1993).
Washington, DC: American Association of Community Colleges.
More than 100 community colleges were contacted for this study to determine the existence of instructional and support services appropriate for vocational students with limited English proficiency (LEP). College staff were queried regarding English as a Second Language (ESL), prevocational and vocational ESL bilingual support, outreach, counseling, and job placement. The resulting handbook is intended for community college administrators, program directors, and faculty who are involved with LEP vocational students. Included are descriptions of "a continuum of English language, applied academic, and vocational services combined with student support that can provide LEP students with the competence to enter and progress in a selected career field." The handbook's nine chapters cover the following topics: multicultural considerations; planning and implementing programs and services; instructional options, components, and strategies; instructional support; support services; assessment and evaluation; collaboration within the college and external agencies; and funding policy considerations. (108 pages; $14.50/member, $18.50/nonmember)
P.O. Box 1346
Ann Arbor, MI 48106-1346
for Disadvantaged Students
McCarty, T., & Hess-Grabill, D. (1990, June).
Macomb, IL: Curriculum Publications Clearinghouse.
Directed toward improving the transition process for students who are academically or economically disadvantaged or who are limited English proficient, this manual addresses the following questions: What does transition for disadvantaged students mean? How is the transition process initiated? What are the components and focus activities of transition? What guidelines can be used to assess transition program and activity effectiveness? and What can existing transition programs show about effective transition? Several secondary and postsecondary model programs from the state of Illinois are highlighted. (133 pages, $15.00)
Curriculum Publications Clearinghouse
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
Partnership: Putting It Together
United Cerebral Palsy of Prince George's and Montgomery Counties (n.d.).
Bowie, MD: PLANS Project, United Cerebral Palsy Association of Prince George's and Montgomery Counties.
Intended for parents and professionals interested in helping young adults make the school to adult life transition, this guide provides a comprehensive overview of transition and transition services. The manual provides available options for employment; residential, community living; and financial planning. It contains a section pertaining to guardianship, and the purpose and role of the guardian in helping during the transition period. Included with the text are three appendices: (1) information for planning, (2) questions to ask of programs, and (3) guides to local services. (89 pages, $4.50)
United Cerebral Palsy Association of Prince George and Montgomery Counties
3901 Woodhaven Lane
Bowie, MD 20715
Samberg, L. (Ed.). (1992).
Washington, DC: HEATH Resource Center.
This guide contains information on noncollegiate post-high school options for youth with disabilities. Designed for youth with disabilities, their parents and advocates, and professionals, this guide includes a discussion of transition options including competitive employment, supported employment, independent living, career education, adult education, and Tech Prep. Specific transition programs operating across the country are highlighted, as well as contact information. The guide also includes a checklist that delineates steps to take in planning for the future, starting in junior high school. (26 pages, no charge for single copy)
HEATH Resource Center
One Dupont Circle, Suite 800
Washington, DC 20036-1193
Happens Next? Trends in Postschool Outcomes of Youth with Disabilities: The
Second Comprehensive Report from the National Longitudinal Transition
Study of Special Education Students
Wagner, M., D'Amico, R., Marder, C., Newman, L., & Blackorby, J. (Eds.). (1992, December).
Menlo Park, CA: SRI International.
The National Longitudinal Transition Study of Special Education Students (NLTS) is a six-year study conducted by SRI International under contract to the Office of Special Education Programs of the U.S. Department of Education. NLTS provides information about youth with disabilities nationally as they move through secondary and beyond. This report describes findings for youth with disabilities who were already out of secondary school in 1987 and compares their postschool experiences when they had been out of school less than two years with their accomplishments three years later. The study addressed four questions and presented findings for each of these questions: (1) What were the trends in postschool outcomes for youth as the years after high school increased?; (2) How did trends in outcomes for youth with disabilities compare with those for youth in the general population?; (3) Which youth were experiencing relatively better or worse outcomes?; and (4) What fluctuations in outcomes did youth experience over time? Quantitative results of the project are presented in tables and figures. Background information on the NLTS sample, other products available from the NLTS, variable specifications, and supplementary statistical tables are included in the appendices section. (Order No. 166, 328 pages, $32.00)
National Longitudinal Transition Study of Special Education Students
Room BS 178
333 Ravenswood Avenue
Menlo Park, CA 94025-3493