From School to Work: A Vocational Transition Model for Handicapped Students

Abstract

The purpose of this paper is to present a three-stage vocational transition model for h~ndicapped youth as they move into adulthood. The model is characterized by the need for secondary programs which reflect a functional curriculum. integrated services. and community-based instruction. The transition process should be initiated weJJ before graduation, should involve parents and adult service representatives. and should be formalized. Postsecondary vocational alternatives should reflect paid employment outcomes and there should be a diversity of options available for mildly. moderately. and severely handicapped youth. FinaJJy. greater foJJow-up of handicapped students into adulthood by school systems is mandatory if we are to assess how effective our programs are in reducing the extraordinarily high unemployment rate of disabled persons in this country today .

Strategies for Aligning Standards-Based Education and Transition

“…The requirement logically holds education agencies responsible for providing appropriate transition planning through the IEP, secondary education curriculum accommodations and redesign, and interagency coordination to help students and families achieve postsecondary goals. Building upon the historical concepts of career development frameworks (Clark & Kolstoe, 1995;Halpern, 1994;Scharff & Hill, 1976;Ward & Halloran, 1993 ;Wehman, Kregel, Barcus, & Schalock, 1986;Will, 1986), Kohler (1998) characterized the high school years as requiring a "transition perspective" for education of youth with disabilities. Kochhar-Bryant and Bassett (2002) referred to transition as a "unifying framework" for aligning standardsbased education and transition services (see Figure 1).…”

Strategies for Transition to Postsecondary Educational Settings

“…Wehman et al ( 1985) suggested adding to the team an adult service system representative and possibly an employer. The employer would be chosen to represent the perspectives of other employers and to describe the most important general characteristics that employers evaluate in hiring, retaining, and advancing their employees.…”

“…Several other writers (e.g., Halpern, 1985;Wehman, Kregel, & Barcus, 1985) challenged the federal perspective as articulated by . Halpern argued that the appropriate outcome target should be community adjustment and that employment is only one index of the level of that adjustment.…”

The effects of transition intervention on students with mild disabilities.

“…However, the career education movement was never fully implemented on a national basis (R. Sitlington, Clark, & Kolstoe, 2000 Interpersonal, and Employment areas of student and adult life. Wehman, Kregel, and Barcus (1985) outlined a series of steps for a successful transition that same year. Halpern (1993) added the Quality of Life component to Will's model for students with disabilities, and the focus on outcomes had begun.…”

“…Because of the growing awareness of these issues, research on the transition process has increased dramatically in recent years (e.g., Baer, 1996;Baer, Simmons, & Flexer, 1996;Blackorby & Wagner, 1996Fourqurean & LaCourt, 1990;Hughes, Eisenman, Hwang, Kim, Killian, & Scott, 1997;Kohler, 1993;Wehman, Kregel, & Barcus, 1985;Wehmeyer, 1992;Yesseldyke, Thurlow, & Gilman, 1993).…”