An Analysis of Exemplary Transition Programs: How and Why Are They Selected?

Whose Future is it Anyway? Promoting Student Involvement in Transition Planning

“…Likewise, opportunities to express preferences leads to enhanced educational outcomes (Koestner, Ryan, Bernieri, & Holt, 1984;Swann & Pittman, 19 7 7). Best practices in transition emphasize student participation in transition planning (Halpern, 1994;Ianacone & Stodden, 1987;Johnson & Rusch, 1993;Kohler, DeStefano, Wermuth, Grayson, & McGinty, 1994) and most introductory texts on transition emphasize student involvement as a key element of transition planning (Brolin, 1995;Wehman, 1992). In summary, the importance of student involvement in transition planning is generally acknowledged by researchers and practitioners alike.…”

Secondary Special Education and Transition Services: Identification and Recommendations for Future Research and Demonstration

“…These practices identified in a prior study by Kohler, DeStefano, Wermuth, Grayson, and McGinty (1992) included: (a) vocational training, (b) parent involvement, (c) interagency collaboration, (d) individualized plans/planning, (e) paid work experience, (f) social skills training, (g) community-based instruction, (h) community-referenced curriculum, (i) follow-up employment services, (j) integration, and (k) vocational assessment.…”

The Impact of Intensive Vocation-Related Course Taking on Employment Outcomes for Individuals Who Are Deaf

“…Transition planning includes elements such as independent living and meaningful engagement in social environments (Kohler, DeStefano, Wermuth, Grayson, & McGinty, 1994;Sitlington, 1996). Transition services, however, have broader goals than simply supporting individuals as they seek to start a career.…”