Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-27T21:38:04.965Z Has data issue: false hasContentIssue false
  • English
  • Français

Transition From School to Adult Life in the United States: Issues, Practices, and Recommendations

Published online by Cambridge University Press:  27 August 2015

Jean P. Lehmann ,
Laurie R. Buys  and
Raymond E. Nelson
Jean P. Lehmann
Affiliation:
Colorado State University
Laurie R. Buys*
Affiliation:
Queensland University of Technology
Raymond E. Nelson
Affiliation:
Queensland University of Technology
*
School of Social Sciences, Queensland University of Technology, Carseldine Campus, Beams Rd., Carseldine, QLD 4034, Australia.
Get access

Extract

This paper is an overview of the transition process for students with disability who are exiting from high school programs into adult life in the United States. Information about available adult services and the changing nature of the employment situation is highlighted. Further, practices that are currently considered to be the best by those actively involved in conducting research and articulating models for improving the future for persons with disability are briefly described. Finally issues and barriers that prevent persons with disability from establishing an adult presence through full participation within our communities are discussed and recommendations about service provision offered.

Type
Articles
Information
The Australian Journal of Rehabilitation Counselling , Volume 2 , Issue 2 , 1996 , pp. 115 - 127
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Agosta, J., & Melda, K. (1995). Supporting families who provide care at home for children with disabilities. Exceptional Children, 62, 271–282.CrossRefGoogle Scholar
Berger, M., & Foster, M. (1976). Family-level interventions for retarded children: A multivariate approach to issues and strategies. Multivariate Experimental Clinical Research, 2, 1–21.Google Scholar
Berkell, D. E., & Gaylord-Ross, R. (1989). The concept of transition: Historical and current developments. In Berkell, D. E. & Brown, J. M. (Eds.) Transition from school to work for persons with disabilities (pp. 1–17). New York: Longman.Google Scholar
Brown, L., Long, E., Udavari-Solner, A., Davis, L., VanDeventer, P., Ahlgren, C., Johnson, F., Gruenewald, L., & Jorgensen, J. (1989). The home school: Why students with severe intellectual abilities must attend the school of their brothers, sisters, friends and neighbours. The Journal of the Association for the Severely Handicapped, 14(1), 1–7.Google Scholar
Davis, S. (1987). A national status report on waiting lists of people with mental retardation for community services. Arlington, TX: Association for Retarded citizens of the United States.Google Scholar
Edgar, E., & Polloway, E. A. (1994). Education for adolescents with disabilities: Curriculum and placement issues. The Journal of Special Education, 27. 438–452.CrossRefGoogle Scholar
Enchelmaier, J., Kohler, P., & Rusch, F. (1994). Employment outcomes and activities for youths in transition. Career Development for Exceptional Individuals, 17, 1–16.Google Scholar
Falvey, M. A. (1986). Community-based curriculum: Instructional strategies for students with severe handicaps. Baltimore: Paul H. Brookes.Google Scholar
Halloran, W. D. (1992). Transition services requirements: Issues implications, challenge. Unpublished manuscript.Google Scholar
Hasazi, S., Gordon, L. R., & Roe, C. A. (1985). Factors associated with the employment status of handicapped youth exiting from school from 1979 to 1983. Exceptional Children, 51, 455–469.CrossRefGoogle ScholarPubMed
Individual with Disabilities Act of 1991. P. L. 101–497.20 U. S. C. 1401 (A).Google Scholar
Irwin, P. (1994). The Australian Vocational Certificate Training System. In Triple-O Conference: Making the links for people with disabilities who have high support needs: Education, training and work through the 90's. Griffith University: Centre for Strategic Human Services.Google Scholar
Kohler, P. D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16. 107–121.CrossRefGoogle Scholar
Lehmann, J. P. (1992). Factors associated with mother's expectations for their adolescent children: A comparison between families with disabled adolescents and families with non-labeled adolescents. Unpublished doctoral dissertation, University of Northern Colorado, Greeley, CO.Google Scholar
McAlonan, S. J. (1989). Transition requirements: Colorado policy. Colorado Department of Education, 201 East Colfax Avenue, Denver, CO 80203.Google Scholar
Mithaug, D. F., Horiuchi, C. N., & Fanning, P. N. (1985). A report on the Colorado statewide follow-up survey of special education students. Exceptional Children, 51, 397–404.CrossRefGoogle ScholarPubMed
National Transition Network (Spring 1993). Provisions for youth with disabilities in vocational education. Policy Update. National Transition Network, Institute on Community Integration, University of Minnesota, Potter Hall, 150 Pillsburg Drive S.G., Minneapolis, MN 55455.Google Scholar
O'Brien, J. & Loved, H. (1993). Finding a way toward everyday lives: The contribution of personcentered planning. Harrisburg: Pennsylvania Department of Public Welfare.Google Scholar
Rainworth, B., York, J., & MacDonald, C. (1992). Collaborative teams for students with disabilities. Baltimore: Paul H Brookes.Google Scholar
Singer, G.H., & Irvin, L. K. (1989). Family caregiving, stress, and support. In Singer, G. H. & Irvin, L. K. (Eds.) Support for caregiving families (pp. 3–25). Baltimore: Paul H. Brookes Publishing.Google Scholar
Stainback, W., & Stainback, S. (1990). Support networks for inclusive schooling. Baltimore: Paul H Brookes.Google Scholar
Szymanski, E. M., Fernandez, D., Kock, L., & Merz, M. A. (1996). Career Development: Planning for Placement. (Training materials) University of Wisconsin-Madison, Rehabilitation Research and Training Center on Career Development and Advancement.Google Scholar
Wagner, M., D'Amico, R., Marder, C., Newman, L., & Blackorby, J. (1992). What happens next? Trends in postschool outcomes of youth with disabilities. Menlo Park, CA: SRI International.Google Scholar
Ward, D. (1988). The many facets of self-determination. NICHCY Transition Summary: National Information Center for Children and Youth with Disabilities, 5(1), 2–3Google Scholar
Wehman, M. J. (1992). Life beyond the classroom: Transition strategies for young people. Paul H. Brookes.Google Scholar
Will, M. (1984). OSERS programming for the transition of youth with disabilities: P Bridges from school to work life. Washington, DC: Office of Special Education and Rehabilitative Services.Google Scholar
Williams, W., Fox, T. J., Thousand., , & Fox, W. (1990). Level of acceptance and implementation of best practices in the education of students with severe handicaps in Vermont. Education and Training in Mental Retardation, 25(2), 120–131.Google Scholar