TY - JOUR
AU - McGinty, Suzanne
AB - An of Transition Analysis Exemplary Are How and Programs: Why Selected? They PAULA D. KOHLER LIZANNE DESTEFANO THOMAS R. WERMUTH THOMAS E. GRAYSON SUZANNE McGINTY SINCE THE EARLY and have 1980s, educators, researchers, policymakers been the of transition from school to in investigating concept community an to the outcomes of individuals with attempt improve post-school disabilities. in the last decade transition services for Furthermore, youths with disabilities have received federal the United priority throughout In States. the Individuals with Disabilities Education Act of fact, 1990, IDEA mandated transition services for all students in (P.L. 101-476), education 16 and older. Such increased focus and special age activity transition have resulted in the of a number of surrounding publication and theoretical studies concerned with best in empirical practices transition. The most cited &dquo;best include inter- frequently practices&dquo; and vocational skill collaboration, agency cooperation training, paid work individual transition and school, experience during high plans and involvement in the transition (DeStefano, planning, parental process 1989; Kohler, 1993). of initiative has Another related the transition been reports product on undertaken to or that are evaluations identify programs practices &dquo;effective&dquo; or in the of transition services; &dquo;exemplary&dquo; delivery these contain one or more elements 
TI - An Analysis of Exemplary Transition Programs: How and Why Are They Selected?
JF - Career Development for Exceptional Individuals
DO - 10.1177/088572889401700207
DA - 1994-10-01
UR - https://www.deepdyve.com/lp/sage/an-analysis-of-exemplary-transition-programs-how-and-why-are-they-rvPD8HXR02
SP - 187
EP - 201
VL - 17
IS - 2
DP - DeepDyve
ER -