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Essay / Research Paper Abstract
A 30 page paper. In this paper, we examine the need for transition programs, explain what transition means and we discuss some of the many programs that have reported successes. The outcomes for students with disabilities are not promising. For instance, within five years after high school 31 percent have been arrested at least once. The recognition that students with disabilities were failing in life led to the mandate for transition programs. In this paper, we outline the components of these kinds of programs that have been shown to lead to success. Research on transition programs is reviewed and outlined. Data are included. Bibliography lists 11 sources.
Page Count:
30 pages (~225 words per page)
File: MM12_PGtrns.rtf
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research that specifically addressed this comparison. We are reporting a number of studies that demonstrate the need for transition programs as well as studies that document the outcomes of such
programs.] Introduction The requirement for transition services for students with disabilities was included in the original Individuals with Disabilities Education Act (IDEA) enacted in 1990. The 1997 Amendments of
IDEA further strengthened the mandates and made it clear that high school programs need to be structured in such a way as to emphasize not only success in high school
but to focus on helping students achieve success after they leave high school (Benz, Lindstrom and Yovanoff, 2000). Blalock and Patton identified aspects of the transition program
that are essential to include: * Student Participation Is Crucial. It must be remembered that the transition program in high school is intended to help the student make
a successful transition to life after school, therefore, the students interests are crucial to consider. * Efforts Should Be Made to Get Families Involved in the Transition Process.
Family support is also essential for a successful transition program. * Transition Efforts Should Start Early. Although the law mandates that transition programs begin in high school, there is
no reason why these kinds of programs cannot begin in elementary school. Different kinds of transition programs are needed anyway, e.g., for the transition from elementary to middle school to
high school. * Transition Planning Must Be Sensitive to Cultural Factors. Cultural factors can greatly influence a familys participation in the process as well as the content of the
program. * Transition Planning Must Be Comprehensive. Employment is only one goal for after high school. Many other aspects of a persons life should be considered, such as participation
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