The purpose of this paper is to present a three-stage vocational transition model for handicapped 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 well 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. Finally, greater follow-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.
Get full access to this article
View all access options for this article.
References
1.
AndersonW.BeckettC.ChitwoodS., & HaydenD. (1984). Next Steps: Planning for employment.Alexandria, VA: Parent Educational Advocacy Training Center.
2.
BatesP.RenzagliaA., & WehmanP. (1981). Characteristics of an appropriate education for the severely and profoundly handicapped. Education and Training of the Mentally Retarded, 10, 140–148.
3.
BellamyG. T.HornerR.InmanD. (1979). Vocational training of severely retarded adults.Baltimore: University Park Press.
4.
BrickeyM, & CampbellK. (1981). Fast food employment for moderately and mildly retarded adults. The McDonald's Project. Mental Retardation, 19, 113–116.
5.
BrolinD. (1982). Vocational preparation of persons with handicaps.Columbus: Charles Merrill.
6.
BrownL.PumpianI.BaumgartD.VanDeventerL.FordA.NisbetJ.SchroederJ., & GruenwaldL. (1981). Longitudinal transition plans in programs for severely handicapped students. Exceptional Children, 47(8), 624–630.
7.
CertoN.HaringN., & YorkR. (1983). Public school integration of severely handicapped students.Baltimore: Paul Brookes, Inc.
8.
GreenanJ. P., (Ed.). (1980). Interagency cooperation and agreements: Policy paper series: Document 4.Champaign: College of Education, University of Illinois.
9.
HasaziS.PreskillH.GordonL., & CollinsM. (1982). Factors associated with the employment status of handicapped youth. Paper presented at American Educational Research Association, New York, NY.
10.
HillM., & WehmanP. (1983). Cost benefit analysis of placing moderately and severely handicapped individuals into competitive employment. Journal of Association for Severely Handicapped, 8, 30–38.
11.
HortonB.MaddoxM., & EdgarE. (1983). The adult transition model: Planning for postschool services.Seattle: Child Development and Mental Retardation Center, College of Education, University of Washington.
12.
LaCourJ. A. (1982). Interagency agreement: A rational response to an irrational system. Exceptional Children, 49(3), 265–267.
13.
McCarthyP.EversonJ.IngeK., & BarcusJ. M. (in press). Techniques.
14.
MithaugD., & HoriuchiC. (1983). Colorado statewide follow-up survey of special education students.Denver: Colorado State Dept. of Education.
15.
PaineS.BellamyG. T., & WilcoxB. (1984). Human services that work.Baltimore: Paul Brookes. Inc.
16.
RevellG.WehmanP., & ArnoldS. (1984). Supported work model of employment for mentally retarded persons: Implications for rehabilitative services. Journal of Rehabilitation, 50, 33–39.
17.
RudrudE.ZiarnakJ.BernsteinG., & FerraraJ. (1984). Proactive vocational habilitation.Baltimore: Paul Brookes, Inc.
18.
RuschF., & MithaugD. (1980). Vocational training for mentally retarded adults.Champaign, IL: Research Press.
19.
State of Washington Developmental Disabilities (1984). Competitive employment summary update of placements made from adult day programs. Seattle: Author.
20.
WehmanP. (1981). Competitive employment: New horizons for the severely disabled.Baltimore: Paul Brookes, Inc.
21.
WehmanP. (1983). Toward the employability of severely handicapped children and youth. TEACHING Exceptional Children, 15, 219–225.
22.
WehmanP.BatesP., & RenzagliaA. (1985). Functional living skills for moderately and severely handicapped individuals.Austin: Pro-Ed Inc.
23.
WehmanP.HaydenD., & KittA. (1984). Parents' roles and expectations related to employment of the developmentally disabled sons and daughters. Presentation made at Colorado State Developmental Disabilities Conference, September, Copper Mountain, Colorado.
24.
WehmanP., & HillJ. (1982). Preparing severely and profoundly handicapped students to enter less restrictive environments. Journal of Association for Severely Handicapped, 7(1), 33–39.
25.
WehmanP., & HillJ. (1985). Competitive employment for persons with mental retardation from research to practice.Richmond: Virginia Commonwealth University, Rehabilitation Research Training Center.
26.
WehmanP.HillM.GoodallP.ClevelandP.BrookeV., & PentecostJ. (1982). Job placement and follow-up of moderately and severely handicapped individuals after three years. Journal of Association for Severely Handicapped, 7, 5–16.
27.
WehmanP., & KregelJ. (1984). A supported work approach to competitive employment for persons with moderate and severe handicaps. Manuscript submitted for publication.
28.
WehmanP.KregelJ., & SeyfarthJ. (in press). Employment outlook for young adults with mental retardation after leaving school. Rehabilitation Counseling Bulletin.
29.
WillM. (1984). OSERS programming for the transition of youth with disabilities: bridges from school to working life.Washington, DCU.S. Dept. of Education.
