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Transitional Programs

• Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, South Carolina, March 25-28, 1998)
  This proceedings contains 64 papers on rural special education. Papers present promising practices in rural special education, discussions of theory and research, research findings, program descriptions, and topics of current concern.
• Having Arrived: Dimensions of Educational Success in a Transitional Newcomer School
  Examines a program for newly arrived, non-English-speaking immigrant children in a California city. Findings from a fourth-grade class demonstrate how a nurturing setting, culturally flexible teaching approach, linguistic and cultural validation, and a valued spatial environment contribute to newcomer students' success.
• Models To Improve Service Delivery. Chapter 8
  This collection of papers presented at a 1996 conference on children's mental health focuses on models to improve service delivery.
• National TEEM Outreach: Transition into the Elementary Education Mainstream. Final Report
  This final report describes activities of a 3-year federally supported program designed to enable school systems to establish and implement systematic transition planning to meet the multicultural needs of preschool-aged children with disabilities and their families moving into kindergarten and other general education settings.
• Secondary Transition of Multicultural Learners: Lessons from the Navajo Native American Experience
  This discussion of the impact of culture and cultural differences on school and work and the importance of enhancing multicultural awareness also reports on a study that evaluated the experience of 22 Navajo Native Americans high school graduates in transition. Findings stress the importance of students' significant relationships, limited educational and vocational perceptions, and connection to homeland and culture.
• Taylor’s Story: Full Inclusion in Her Neighborhood Elementary School
  Content Abstract: Analysis of the experience of a student with severe mental retardation who experienced full inclusion in her neighborhood elementary school revealed that the student’s opportunities for social participation and friendship improved, several adaptive skills were developed, the classroom teacher played a critical role in orchestrating the level of academic inclusion, and transition planning was essential. (Author/JDD) Method Abstract: ”Data from interviews, sociometric measures, videotapes, and field notes were used to present the perspectives of administrators, general and special educators, students and Taylor’s parents.” Quantitative and qualitative research methods utilized.
• The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions
  This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement.
• The Senior Year Experience. Facilitating Integration, Reflection, Closure, and Transition
  The theme of this collection of 17 monographs is defined as the "senior year experience," that final period of the undergraduate experience leading to entry into graduate school or the workplace.
• Transition Planning and Programming: Empowerment through Partnership. Sharing Ideas
  This paper addresses transition for deaf and hard of hearing youth as a longitudinal and developmental progression of experiences that lead to economic self-sufficiency; self-determination in personal, educational, vocational, social, and leisure pursuits; and participation in community life. The paper proposes 18 premises that describe how parents, schools, and other stakeholders can work together with students to foster an effective transition process.