Translating Research Into a Seamless Transition Model

Recently, consensus among researchers and professionals has emerged about factors that contribute to postschool success of youth with disabilities. Prominent among these factors are targeted academic preparation, family involvement, youth empowerment, and service collaboration and linkages. Work exp...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals 2015-05, Vol.38 (1), p.4-13
Main Authors: Luecking, Debra Martin, Luecking, Richard G.
Format: Article
Language:English
Subjects:
Benchmarking
Career Development
Community Based Instruction (Disabilities)
Counselor Role
Critical Path Method
Delivery Systems
Developmental Studies Programs
Disabilities
Family Programs
Guidelines
Individualized Programs
Integrated Activities
Intervention
Maryland
Normalization (Disabilities)
Partnerships in Education
Performance Factors
Program Effectiveness
Program Implementation
Secondary Education
Special Needs Students
Student Characteristics
Supported Employment
Teacher Collaboration
Theory Practice Relationship
Transitional Programs
Vocational Rehabilitation
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Summary:Recently, consensus among researchers and professionals has emerged about factors that contribute to postschool success of youth with disabilities. Prominent among these factors are targeted academic preparation, family involvement, youth empowerment, and service collaboration and linkages. Work experience and paid employment have been identified as being highly associated with positive postschool employment outcomes. These components are reflected in the Guideposts for Success, produced by the National Collaborative on Workforce and Disability/Youth (NCWD/Y), which represents professional consensus and extant research about what constitutes optimal transition service. The authors present a descriptive report on the implementation of a model for systematically delivering seamless transition services based on components of the NCWD/Y Guideposts. They report on how this model has been applied in 11 of the 24 county-wide school districts in Maryland for diverse special education populations, and provide preliminary data on its early impact on the students’ transition to careers.
ISSN:2165-1434
2165-1442
DOI:10.1177/2165143413508978