A critical marker of the success of special education services is the degree to which students with disabilities become a guiding force in their own lives (Agran, Blanchard, & Wehmeyer, 2000;Wehmeyer, 1992). Halpern (1994, p. 118) argued "if the transition process is to be successful, it must begin with helping students to gain a sense of empowerment with respect to their own transition planning." As the process of creating and implementing transition plans for students with disabilities evolved, it became increasingly evident that students with disabilities needed instruction in gaining this sense of empowerment as well as in how to evaluate options and advocate for themselves (Abery, 1994;Mithaug, Wehmeyer, Agran, Martin, & Palmer, 1998;Wehmeyer, 1996). Instructional activities that address these skill areas are collectively referred to as self-determination.In 1988, the Secondary Education and Transitional Service for Youth with Disabilities Program within the Office of Special Education and Rehabilitative Services (OSERS) implemented a self-determination initiative to provide people with disabilities with more input in the decisions that affect their lives (Ward, 1991). OSERS supported 26 model demonstration projects designed to identify and teach skills neces-97

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Teaching the mentally retarded skills that build and maintain physical fitness is important for a number of reasons. Until recently, however, this area has been overlooked by most educators and community recreation specialists. Little empirical evidence exists indicating the activities and instructional techniques best suited for this population. There are also few data showing the general level of fitness of mentally retarded persons, improvement in the level of fitness, or the long-term effects of participation in fitness programs. A literature review revealed several factors that should affect future research and programming in fitness through training programs for the mentally retarded. Two of the most significant factors are weaknesses in past studies and the current emphasis on integration of the retarded into regular, community-based programs.

As transition planning and implementation proce dures evolve across the country, professionals and par ents are struggling with the roles and responsibilities they need to assume to ensure meaningful adult out comes for young adults with disabilities. This article outlines "optimal" roles and responsibilities and dis cusses these roles in interagency and transdisciplinary teams.The need for systematically planned procedures to transition young adults with severe disabilities from the auspices of the public school system into meaningful employment and other adult outcomes is well docu mented in both education and rehabilitation literature (Elder, 1984;. As a result of nearly a decade of legally mandated special education services under the entitlements of Public Law 94-142, a growing num ber of individuals with disabilities are requesting em ployment and related services from vocational rehabil itation and other adult service agencies. These individ uals and their parents, along with the education profes sionals who have worked with them, are often con fronted with two realizations: Adult services do not operate under entitlement procedures as does special education, and "appropriate" education does not always translate into paid employment opportunities once a student leaves school. has estimated that between 250,000 and 300,000 students leave special education programs each year. Elder (1984) has noted that more than 60% of all special education students in the United States are transition-aged, between 15 and 21 years old. With an unemployment rate for special education graduates with disabilities approaching 50 to 65% (e.g.

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