ERIC ED375590: Secondary Special Education and Transitional Services. Annotated Bibliography. Volume 9.

210 Pages·1994·2.6 MB·English

by  ERIC

DOCUMENT RESUME
ED 375 590
EC 303 430
Leach, Lynda Nash; Harmon, Adrienne Seccia
AUTHOR
Secondary Special Education and Transitional
TITLE
Services. Annotated Bibliography. Volume 9.
Illinois Univ., Champaign. Transition Research
INSTITUTION
Inst.
Special Education Programs (ED/OSERS), Washington,
SPONS AGENCY
DC.
94
PUB DATE
H158T-00001
CONTRACT
NOTE
210p.; For volume 7, see ED 353 718.
PUB TYPE
Reference Materials
Bibliographies (131)
EDRS PRICE
MF01/PC09 Plus Postage.
Annotated Bibliographies; *Demonstration Programs;
DESCRIPTORS
*Disabilities; *Education Work Relationship; Federal
Programs; Postsecondary Education; Secondary
Education; Special Education: *Transitional
Programs
*Office of Special Educ Rehabilitative Services
IDENTIFIERS
ABSTRACT
This ninth annual compilation documenting the
literature in the field of transition and secondary special education
contains 363 items, including journal articles, conference
proceedings, project reports and products, videocassette recordings,
presentations, pamphlets, dissertations, bibliographies, ERIC
(Educational Resources Information Center) documents, research
reports, and demonstration projects funded by the Office of Special
Education and Rehabilitative Set ices (OSERS). Each document has been
assigned an entry number which is linked to author, title, and
descriptor indexes. Information provided for each entry includes
author, date, title/journal/publisher, competition number (if an
OSERS project), descriptors, and an annotation. Additional separate
listings include a cumulative listing of Transition Institute
documents in ERIC and a listing of OSERS project products. (DB)
***********************************************A** 1/4********************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
a
.01011. graph,
Secondary
Edit 0don
and
Transitional $ervices,
Lynda N. Leach
Adrienne S. Harmon
TRANSiTiON
RESEARCH
AT
BEST COPY AVAILABLE
'fransition Research Institute Faculty
at the University of Illinois at Urbana-Champzign
Paula D Kohler, Ph.D.
Janis Chadsey-Rusch, Ph.D.
Visiting Assistant Professor of Special Education
Associate Professor of Special Education
Lynda G. Leach, M.S.
Thomas E. Grayson, Ph.D.
Information Specialist
Visiting Assistant Professor of Special
Education
Frank R. Rusch, Ph.D.
Delwyn L. Harnisch, Ph.D.
Professor of Special Education
Associate Professor of Educational
John S. Trach, Ph.D., CRC
Psychology
Assistant Professor of Special Education
Laird W. Heal, Ph.D.
and Rehabilitation
Professor of Special Education
The Transition Research Instltute is funded through the Office of Special Education
Programs, Office of Special Education and Rehabilitative Services, U.S. Department of Education
(cooperative agreement number H 58T-00001).
Project Officer: Michael J. Ward, Ph.D.
For more information on the Transition Research Institute at Illinois, please contact:
Dr. Frank R. Rusch, Director
College of Education
University of Illinois at Urbana-Champaign
113 Children's Research Center
5 I Gerry Drive
Champaign, Illinois 61820
[phone]
3
Annotated Bibliography on Secondary
Special Education and Transitional Services
Volume 9
Lynda Nash Leach
and
Adrienne Seccia Harmon
Transition Research Institute at Illinois
University of Illinois at Urbana-Champaign
(C) 1994 by The Board of Trustees of the University of Illinois
TABLE OF CONTENTS
Preface
.5
Guide to Entries and Indexes
6
Annotated Bibliography on Secondary Special Education and Transitional
Services
7
Author Index
149
Descriptor Index
157
Title Index
163
Cumulative Listing of Transition Institute Documents in ERIC
189
OSERS Project ProdUcts Listing
199
PREFACE
This volume of the annotated bibliography is the ninth in the series of
volumes documenting the literature in the field of transition and secondary
special education.
Many different types of documents are cited and
abstracted, including journal articles, conference proceedings, project
reports and products, videocassette recordings, presentations, pamphlets,
The
dissertations, bibliographies, ERIC documents, and research reports.
attempt is to be broad in scope.
The uniqueness of this annual compilation
comes from the documentation of model demonstration project state-of-the-art
products in a database that numbers over 4,000 documents.
The method of acquisition includes searching computerized databases,
journals, article references, bibliographies, association and agency
publications, and, most important, soliciting reports and products from
OSERS-funded projects.
As in the past, this volume significantly reflects
their contributions.
In the case of document abstracts, the authors' summary or the
When not applicable, a brief - abstract is
abstracters' words are used.
provided by the compilers of this bibliography.
The organization of Volume 9 is the same as that of the previous
Each document has been assigned an entry number that is linked to
volumes.
the author, title, and descriptor indexes. Each document has also been
Each document citation is
assigned a set of descriptors and an abstract.
intended to contain enough bibliographic information to facilitate finding the
A "Guide to Entries and Indexes" has
item through local library services.
The "OSERS
been included to help users identify key document elements.
Project Products Listing" allows the user to view at a glances by competition
Documents that have been
number, material received from particular projects.
contributed by OSERS projects are identified by their competition number.
To
connect with projects about their products, contact the Transition Research
The "Cumulative Listing
Institute for the current phone number and address.
of Transition Institute Documents in ERIC" includes Transition Institute
documents that have been entered into the ERIC data base and are accessible on
microfiche by ED number.
We would like to thank all of the OSERS model transition project staff
for responding to our information requests, by sharing their products and
materials with others concerned with transition and improving the lives of
individuals with disabilities.
Lynda Nash Leach
Adrienne Seccia Harmon
5
GUIDE TO ENTRIES AND INDEXES
Entries
Entry Number
32.
Author
Moon, Sherril; Goodall, Patricia; Barcus,
Michael; & Brooke, Valerie (Eds.) (1985).
Date
Title/journal/publisher
The supported work model of competitive
employment for citizens with severe handicaps:
A guide for job trainers.
Richmond, VA:
Rehabilitation Research and Training Center,
School of Education, Virginia Commonwealth
University.
See Note below for detail
(Comp. No. 84.158A - OSERS File No. 32)
..
Descriptors
supported employment / job placement /
vocational evaluation / job coach / follow-up
studies / Virginia / transition models
Annotation
This manual has been developed for persons who
are directly involved in the placement and
training of citizens with mental retardation
into community-based competitive jobs.
The
process which is described and the corresponding
forms which are included are based on the work
in this area done over the past six years at
Virginia Commonwealth University through Project
Employability and now the Rehabilitation
Research and Training Center....
In the Appendixes, see the Project Products Listing for other material
NOTE:
received by OSERS Projects and the OSERS Project File Listing for contacting
project.
Indexes
Author/Descriptor/Title
Absenteeism - 245
19, 124, 256, 270,
Accommodation
Entry Number
270, 282, 305, 368, 390
Adaptability skills
300
Adjustment to disability
317
6
ANNOTATED BIBLIOGRAPHY ON SECONDARY
SPECIAL EDUCATION AND TRANSITIONAL SERVICES
1.
PACER Center (1992).
Final project report:
Family Networking in the Transition Years.
1989-1992.
Minneapolis!
PACER Center, Inc.
(Comp. No. 84.158S OSERS File No. 229)
final reports / Minnesota / family involvement / transition planning
Family Networking in the Transition Years was a demonstration project for
the years 1989-1992 conducted by Minnesota's PACER Center (Parent Advocacy
Coalition for Educational Rights) designed to assist youth and young adults
with disabilities and their families with the transition from adolescence to
The goal of the project was to maximize independence in the
adulthood.
community for persons with disabilities through improved family planning and
networking during the transition years.
The intent of the project was to
empower participants with strategies to resolve their transition and
programmative concerns during the project and subsequent to its conclusion.
2.
Sharaf, Phoebe; Hall, Marilyn; & Bratter, Bernice (1993).
Final report of the Healthy Living Program.
Santa Monica, CA:
Emeritus
College of Santa Monica College, and Senior Health and Peer Counseling Center.
(Comp. No. 84.078C OSERS File No. 251)
California / final reports / Healthy Living Program / senior citizens
The Healthy Living Program was a three-year postsecondary demonstration
project of the U.S. Department of Education granted to Emeritus College of
Santa Monica College, a State of California funded program specifically
designed for older people, and Senior Health and Peer Counseling, a community
agency providing physical health, mental health and social welfare services to
Although serving all older people aged 55+, the Healthy Living
the elderly.
Program was primarily a modified educational setting of classes and mental
health support services developed to meet the needs of older people "at risk"
of debilitative mental illness or already designated as chronically mentally
Research was conducted to determine if the project encouraged increased
ill.
life satisfactions, increased work, volunteer or educational activities and
During the course of the three year project,
decreased class attrition rates.
based upon the research conducted, investigators learned that by providing the
combination of small classes which seek to improve individual functioning with
supportive services it was possible to bring about positive results in these
areas.
7
9
3.
Ysseldyke, James E.; Thurlow, Martha L.; & Bruininks, Robert H. (1992).
Expected educational outcomes for students with disabilities.
Remedial and
Special Education (RASE), 13(6), 19-30.
outcomes of education / special education / program development
The current national preoccupation with the results of education must
shift to include students with disabilities.
It is time to move beyond
concern over equal access to education and to examine the extent to which
students with disabilities achieve the goals set for other students.
In this
paper, the authors provide some definitions of key terms in the discussion of
educational outcomes.
They discuss current national and international
practices in the assessment of educational outcomes and describe some
activities of states in outcomes assessment.
They highlight the National
Center on Educational Outcomes, which was funded in 1990, and then delineate
several major considerations in the development of a comprehensive system of
outcome indicators for students with disabilities.
4.
Haring, Kathryn A.; & Lovett, David L. (1990).
A follow-up study of special education graduates.
Journal of Special
Education, 21(4), 463-477.
follow-up studies / special education / outcomes of education
This study investigated the vocational and community adjustment of 129
A questionnaire was administered via
special education high school graduates.
the telephone to verbal subjects, their parents, and adult service providers.
All subjects had received a minimum of three years of self-contained (five to
six hours daily) special education on regular school campuses and some had
received community-based instruction. The sample comprises graduates between
the years 1983 and 1985; 64% were male. The employment picture was not
When work-related placements such as day
optimistic for these individuals.
activity centers and sheltered vocational placements were counted as
employment, 48% of women and 75% of men were employed. Only 33% of the sample
were employed competitively; a majority of these subjects were severely
Subjects who were mentally retarded were employed largely
learning disabled.
in subsidized work; four were employed competitively.
Most subjects (70%)
were living with their families, 15% were in group homes, 12% were living
For the most part, respondents
independently, and 3% lived in institutions.
were mobile in the community.
8