EFFECTIVE SCHOOL-TO-WORK transition planning approaches for students with severe disabilities are based not only on empirical data but also on clear guiding principles. This article contains a description of a philosophical basis for schoolto-work transition among students with severe disabilities, organizes these values in a hierarchical fashion, and provides recommendations for the implementation of the principles. The resultant Principles of Shared Responsibility provide a direction as well as a basis for evaluation of future transition efforts.During the past decade, educators, families, and adult service providers have called for attention to the process of transition from educational services to integrated employment for students with severe disabilities (attention has resulted in the clarification of different approaches to transition planning. Wehman, Kregel, and Barcus (1985) described a three-component transition process that relies on educational services provided in integrated environments, comprehensive and longitudinal planning by a team, and on multiple adult service opportunities. Stark and Karan (1987) described a &dquo;pathways to employment&dquo; model that focuses on a comprehensive approach to transition planning, including an organized and systematic planning component. Will (1984) described a &dquo;Bridges&dquo; model that incorporates the use of three levels of support (time-limited, generic, and ongoing). Numerous demonstrations of transition approaches have also been developed over the past several years with funding from the Ofhce of Special Education and Rehabilitative Services (OSERS) in the U. S. Department of Education.Each of the approaches to transition planning described to date has been based on one or more philosophical bases or guiding principles. For instance, Will's at MOUNT ALLISON UNIV on July 20, 2015 cde.sagepub.com Downloaded from
Article Descriptorsactivity selection; community living skills; general case pro gramming; generalization; least prompting instruction; selfcare skills.The present investigation contains an analysis of three generalization effects after the acquisition of one or more training exemplars by students with severe to profound levels of mental retardation.Specifically, generalization across settings, for exemplars with stimulus variations and exemplars with response varia tions, was assessed following the acquisition of a preestablished sequence of training exemplars. General results indicated that following the acquisition of one or two exemplars from any single group of similarly operated soap dispensers, generalization occurred 100%, 62%, and 0% across settings, for exemplars of varying stimulus features and for exemplars of vary ing response features, respectively. After one or two exemplars from two groups of similarly operated soap dispensers had been acquired, generalization occur red 100%, 100%, and 50% across settings, for ex emplars of varying stimulus features and for exemplars of varying response features, respectively. Implications for selecting training exemplars for students with severe handicaps are discussed.
Students with severe handicaps are acquiring safety behaviors through the implementation of systematic instruction. Absent from this instruction is the inclusion of generalization strategies. Included in this article is a procedure for selecting representative teaching examples to promote optimal generalization. This procedure is referred to as general case programming. The steps of this strategy are delineated using an example of applying an adhesive bandage to a cut.
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