Community Transition Teams as the Foundation for Transition Services for Youth with Learning Disabilities

Blalock, Ginger

doi:10.1177/002221949602900204

Cited by 20 publications

(24 citation statements)

References 13 publications

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“…Barriers to occupational therapy transition services reported in this study are similar to those reported by Blalock (1996), Everson (1990), Kochhar-Bryant (1999), NICHCY (1993, and Wehman (1990). Access to qualified services providers is perceived as a barrier by 30.8% of respondents in this survey.…”

Section: Discussionsupporting

confidence: 83%

Occupational Therapy in Transitioning Adolescents to Post-Secondary Activities

Spencer

Emery

Schneck

2003

The American Journal of Occupational Therapy

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Section: Discussionsupporting

confidence: 83%

Occupational Therapy in Transitioning Adolescents to Post-Secondary Activities

Spencer

Emery

Schneck

2003

The American Journal of Occupational Therapy

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“…Researchers indicated facilitating community involvement and collaboration between transition programmes and other community organizations are helpful to improve transition outcomes. In particular, involving employers in transition process are crucial in delivering effective transition services (Blalock, ; Oertle & Trach, ; Sabbatino & Macrine, ).…”

Section: Discussionmentioning

confidence: 99%

Differential vocational rehabilitation service patterns and outcomes for transition‐age youth with autism

Kaya

Hanley-Maxwell

Chan

et al. 2018

Research Intellect Disabil

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“…Though numerous documents are available to assist public agencies to engage participating agencies in transition planning (see Benz, Lindstrom & Halpern, 1995;Blalock, 1996;deFur, 1999;deFur & Patton, 1999;Everson, 1993;Everson & Guillory, 1998;Wehman, 1996), state and local education agencies consistently appear to deliver transition services without the benefit of these agencies in the planning, identification and delivery of the programs, services, and supports. A study by Foley and Mundschenk (1997) provides an explanation for this apparent disconnect between secondary education practitioners and participating agency personnel.…”

Section: Transition Services Participantsmentioning

confidence: 99%

What We've Learned and Where We Go From Here

Williams

O'Leary²

2001

Career Development for Exceptional Individuals

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The Individuals with Disabilities Education Act (IDEA) of 1990 requires that the Individualized Education Program (IEP) of each student with disabilities, beginning no later than age 16, contain a statement of needed transition services. Since 1992, the Office of Special Education Programs (OSEP) has monitored the implementation of the transition services provisions of the Act by those States and entities receiving IDEAPart B monies. This article presents an analysis of the extent to which states and entities implemented the transition services requirements during the 1993-94 through 1996-97 monitoring cycles based on OSEP's monitoring reports. This study reviewed the status of implementation prior to the 1997 amendments to IDEA that added the requirements for a statement of transition service needs. This article offers recommendations for policy changes to ensure that students receive the required transition services consistent with IDEA's statutory and regulatory provisions.The genesis for ensuring that youth with disabilities receive the transition services necessary for moving from school to post-school activities consistent with their needs, preferences, and interests can be traced to Public Law 98-199, Education of the Handicapped Act Amendments of 1983 (EHA) . This legislation introduced the federal government's initiative to address the needs of youth transitioning from school. The legislation also announced a number of competitive grants to strengthen and coordinate education, training, and related services for youths with disabilities as they transitioned to post-secondary education, vocational training, competitive employment, continuing education, or adult services and stimulate the development of programs for secondary special education (Education of the Handicapped at AMS/Girona Library on March 17, 2015 cde.sagepub.com Downloaded from 52 Amendments of 1983).In 1983, Madeline Will, then Assistant Secretary for the Office of Special Education and Rehabilitative Services, expressed the government's initiative to support programs for youth with disabilities as they transitioned from school to post-school activities (Will, 1983). Seven years later, the reauthorization of the Education of the Handicapped Act (Individuals with Disabilities Education Act of 1990 or IDEA) appropriated monies to support this initiative with one-time, five-year state systems change grants for transition services. Between 1991 and 1996, forty-five states received state systems change grants. These grants averaged approximately $500,000 per year for five years. One of the purposes of these grants was to &dquo;develop effective strategies and procedures for implementing the new transition services requirements contained within Part B of the IDEA of 1990&dquo; (U.S. Department of Education, 1997).IDEA of 1990 defined transition services as &dquo;a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities including postsecondary educat...

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Community Transition Teams as the Foundation for Transition Services for Youth with Learning Disabilities

Cited by 20 publications

References 13 publications

Occupational Therapy in Transitioning Adolescents to Post-Secondary Activities

Occupational Therapy in Transitioning Adolescents to Post-Secondary Activities

Differential vocational rehabilitation service patterns and outcomes for transition‐age youth with autism

What We've Learned and Where We Go From Here

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