The IDEA requires participation and progress in the general curriculum by all students. However, there is limited knowledge about the degree to which students with mental retardation have such access. This study examined the degree to which middle school students with mental retardation have access to the general curriculum and the impact of the classroom setting and the student's level of ability on such access. Findings indicated that students with mental retardation were most likely to participate with the general curriculum in the general education classroom and were less likely to engage in activities linked to a standard if they had more severe disabilities. Many students were engaged in activities in the general curriculum, but there was room for improvement in providing curricular modifications to promote access.

No abstract

This study confirmed the reliability and validity of the Quality Indicators of Exemplary Transition Programs Needs Assessment–2 (QI-2). Quality transition program indicators were identified through a systematic synthesis of transition research, policies, and program evaluation measures. To verify reliability and validity of the QI-2, we administered rigorous methods including a content analysis, an expert review, and instrument field test. Forty-seven indicators were categorized into seven domains: (a) transition planning, (b) transition assessment, (c) family involvement, (d) student involvement, (e) transition-focused curriculum and instruction, (f) interagency collaboration, and (g) systems-level infrastructure. The QI-2 was found to be reliable and valid for use by transition stakeholders, districts, and states for evaluating quality of transition programs and identifying areas for program improvement.

In its most basic context the term transition means change, or "a passing from one condition or place to another" (Webster's New World Dictionary, p. 635). Transitions from one life stage to another occur throughout one's life and are characterized as times of stress, conflict, redefinition, and sometimes dysfunction (Carter & McGoldrick, 1980; Clark & Kolstoe, 1995, Turnbull, Summers, & Brotherson, 1986). In special education, transition is used to describe a systematic passage from school to adult life for students with disabilities. In this sense, transition is seen as a bridge between the security of school and home and the risks and opportunities of adult life (Will, 1984). All adolescents experience the stresses and adjustments related to this transition. Those with disabilities, however, often experience more significant difficulties (Peraino, 1993). One common denominator among adolescents with disabilities making the tr:ansition from school to adult life is that they could be considered to have complex support needs, especially in finding and sustaining employment, living independently, and attaining postsecondary education and training. In fact, a unique aspect of school-based transition planning and services is the movement away from traditional categorical approaches in providing special education and making the transition from school to adult life. Secondary special education professionals no longer have to categorize services by the type or nature of the disabilities but, instead, can focus on the student's desired postschool outcomes, take into account the student's strengths and interests, and develop transition plans that meet these unique support needs. This article will trace the history of transition programs for adolescents with disabilities and the role that transition plays within current reform efforts. Information regarding current best practices will be discussed. Finally, we will provide strategies for infusing state-of-art practices within school programs. The authors are affiliated with the University of Kansas.

In its most basic context the term transition means change, or "a passing from one condition or place to another" (Webster's New World Dictionary, p. 635). Transitions from one life stage to another occur throughout one's life and are characterized as times of stress, conflict, redefinition, and sometimes dysfunction (Carter & McGoldrick, 1980; Clark & Kolstoe, 1995, Turnbull, Summers, & Brotherson, 1986). In special education, transition is used to describe a systematic passage from school to adult life for students with disabilities. In this sense, transition is seen as a bridge between the security of school and home and the risks and opportunities of adult life (Will, 1984). All adolescents experience the stresses and adjustments related to this transition. Those with disabilities, however, often experience more significant difficulties (Peraino, 1993). One common denominator among adolescents with disabilities making the tr:ansition from school to adult life is that they could be considered to have complex support needs, especially in finding and sustaining employment, living independently, and attaining postsecondary education and training. In fact, a unique aspect of school-based transition planning and services is the movement away from traditional categorical approaches in providing special education and making the transition from school to adult life. Secondary special education professionals no longer have to categorize services by the type or nature of the disabilities but, instead, can focus on the student's desired postschool outcomes, take into account the student's strengths and interests, and develop transition plans that meet these unique support needs. This article will trace the history of transition programs for adolescents with disabilities and the role that transition plays within current reform efforts. Information regarding current best practices will be discussed. Finally, we will provide strategies for infusing state-of-art practices within school programs. The authors are affiliated with the University of Kansas.