Few studies have focused on the postsecondary adjustment of mildly handicapped students living in rural areas. This article examines a study of the background of 113 formerly labeled mildly handicapped students to determine what educational variables were predictive of their current occupational status. Data were collected on the demographic and academic backgrounds of the students as well as on current and previous employment status. These variables were reviewed and statistical measures were used to describe and evaluate the relationship between the former students' employment status and their education and training. Analysis of the results indicated that former students were employed an average of 50 percent of the time after termination of their secondary education and that former special education students received little specific vocational training. Correlational analyses reflected a positive relationship between years of school completed and employment status. Additionally, a significant relationship between certain academic variables (e.g., mathematics level and reading level) and employment status was indicated. Results are discussed relative to implications for improved training of students served in classes for the mildly handicapped.

This article describes the development of a database on transitionrelated programs in the State of Florida. The methodology for developing a database such as this one is described below. Issues relating to the (a) use of common terminology in labeling and describing transition-related programs, (b) documentation of program offerings, (c) importance of information dissemination and collaboration in the transition process, and (d) need for current information concerning statewide transition-related programming is also addressed. Additionally, the role of transition in school reform is discussed.

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James, a typical high school student in a program for educable mentally retarded pupils, was frustrated by the task of learning to measure. His classroom teacher, an experienced and creative person, had used many different activities and reinforcement methods in an attempt to teach Jim to measure, but Jim had made no progress for months. The work-study teacher took Jim to the area vocational school one day and after a visit around the center, Jim decided he wanted to be a carpenter's helper. In response to Jim's questions, the carpentry teacher replied, "No, you don't have to be a good reader to be a carpenter, but you've got to be able to measure." Jim returned to class and told his teacher of his need to learn to measure. The teacher continued to use the same methods as before but applied these to functional carpentry• tasks. Jim now had a reason to learn, and he and his teacher succeeded in two weeks' time. * * * Andrea, a hard-of-hearing teenager, was not interested in school, was simply putting in her time, and was failing math. She had been required to memorize math facts for the four basic math functions.