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Essay / Research Paper Abstract
A 10 page research paper that examines literature pertaining to students with disabilities and transitional education that facilities their entry into the workforce. The ultimate test of any school system is the level of success achieved by its graduates. Over the past 25 years, researchers have realized that young adults with disabilities are frequently unemployed, isolated and--worst of all--n trouble with the criminal justice system (McAfee and Greenawait, 2001; Patton, Cronin and Jairrels, 1997). A 2003 study found that fewer than 40 percent of young adults with disabilities living in rural areas were able to live independently (Sheehey and Black, 2003). In short, the public school system frequently fails these students. Recognition of this problem has led to an increased emphasis on transition planning, particularly in regards to vocational education, career education, work adjustment, and independent living skills (McAfee and Greenawait, 2001). Bibliography lists 11 sources.
Page Count:
10 pages (~225 words per page)
File: D0_khsedtrn.rtf
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Unformatted sample text from the term paper:
disabilities are frequently unemployed, isolated and--worst of all--n trouble with the criminal justice system (McAfee and Greenawait, 2001; Patton, Cronin and Jairrels, 1997). A 2003 study found that fewer than
40 percent of young adults with disabilities living in rural areas were able to live independently (Sheehey and Black, 2003). In short, the public school system frequently fails these students.
Recognition of this problem has led to an increased emphasis on transition planning, particularly in regards to vocational education, career education, work adjustment, and independent living skills (McAfee and Greenawait,
2001). Traditionally, transition planning and service have been geared toward student populations who suffer from severe disabilities; however, currently, many high school programs have focused on students who have
moderate to severe disabilities (Clark, 1996). Each year, educators across the country are charged with the responsibility of aiding special education students in transitioning from high school to adult life
(Held, Thoma and Thomas, 2004). The national focus on the transition process began in the mid-1980s (Dunn, 1996). At that time, the director of the Office of Special Education
and Rehabilitative Services called for an "outcome oriented process encompassing a broad array of services and experience that lead to employment" (Held, Thoma and Thomas, 2004, p. 177). Additionally, a
considerable amount of both federal and state legislation has been passed that addresses the transition process. The Individuals with Disabilities Education Act (IDEA) of 1990 mandates that an Individualized Education
Program (IEP) team must consider transitional needs for all identified students by age 16, including their preferences and interests in regards to instruction, employment and post-school goals (Clark, 1996).
This mandate, which indicates that even students with a mild disability level should receive transition planning is a significant development within the field of special education (Clark, 1996). It necessitates
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