BACKGROUND: Transition planning services for students with disabilities are mandated by IDEA 2004, but getting all the right folks to the table to plan for this transition is difficult to accomplish. OBJECTIVE: CIRCLES is a new model for interagency collaboration in transition planning. It includes three levels of teams, working together to identify specific post-school goals for students with disabilities, and developing a series of steps to help each student achieve them. METHODS: This study utilized focus groups of key members of the different levels of teams involved to identify successes and challenges in the first year of implementation of this new model.
RESULTS:The CIRCLES model of service delivery improved agency members' sense of collaboration and awareness of services available in their districts. CONCLUSIONS: Although more research is needed, CIRCLES as a service delivery model increases interagency collaboration for transition planning for students with disabilities.
The purpose of this article is to describe a multilevel interagency transition planning process which includes three levels—a communitylevel team, school-level team, and individual-level team. While all three teams are described, we focus on the school-level and individual-level team planning processes. Evaluation data indicate consumer satisfaction with the TASSEL (Teaching All Students Skills for Employment and Life) transition planning process. Three case examples are used to demonstrate the planning process "in action."
The purpose of this study was to evaluate a comprehensive transition model called TASSEL (Teaching All Students Skills for Employment and Life). We collected social validity (consumer satisfaction) data from students, parents, employers, adult service providers, and school personnel, and student outcome data from youth who exited school in 1995, 1996, and 1997. Results indicated that consumers are satisfied with TAS-SEL transition services and that student outcomes compared favorably with data from the National Longitudinal Transition Study.Research has clearly demonstrated the need for transition services. From the initial follow-up studies (Hasazi
Parental expectations (having high expectations for their children) and parental involvement (having parents as active and knowledgeable participants in transition planning) have been identified as evidence-based predictors of improved postschool outcomes for students with disabilities. However, little is known about how education professionals can support and promote high expectations and involvement of families for their transition-aged youth with disabilities. Parent advocates for students with disabilities across the nation were asked for their ideas. The following provides a “to-do” list of seven strategies and 13 activities special education professionals can use in partnership with families to promote high expectations for postschool success for young adults with disabilities.
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