Annotated Bibliography
Prepared for NSTTAC by Audrey Bartholomew
The School to Work Opportunities Act of 1994 was passed to address the deficits in skills students needed to be competitive in the global economy and provided students with school-based learning within the context of work. As a result of this act, comprehensive school-to-work transition programs were developed to help facilitate a transition from school to work for students with disabilities (Benz, Yovanoff, & Doren, 1997). While many of these school-to-work programs focused solely on improving employment outcomes, an expansion in services began to occur and included a wide range of transition services for vocational preparation. For example, programs were developed to improve interagency collaboration (Aspel, Bettis, Quinn, Test, & Wood, 1999), compliance with the Individuals with Disabilities Education Act (Finn & Kohler, 2009), and transition outcomes for specific populations including students with emotional and behavior disorders (Malloy, Cheney, Cormier, 1998). Many of these programs involve multiple components including (a) instruction in a variety of topics, (b) services taking place in a range of environments, and (c) a team including both professionals and family all within an outcome oriented process (Wehmeyer, Garner, Yeager, Lawrence, & Davis, 2006). NSTTAC identified a comprehensive transition program as one of 16 predictors of post-school outcomes for students with disabilities in its review of correlational research (Test et al., 2009) Although providing students with a multi-component model of services can be difficult to coordinate and manage, there are a number of models described in the literature that provide an overview of services. The purpose of this annotated bibliography is to provide educators, policy makers, families, and other stakeholders resources on comprehensive transition programs. The entries are organized by program type (i.e., employment programs and multi-component programs) along with additional resources.
Aspel, N, Bettis, G., Quinn, P., Test, D. W., & Wood, W. M. (1999). A collaborative process for planning transition services for all students with disabilities. Career Development for Exceptional Individuals, 22, 21-42.
Finn, J. E., & Kohler, P. D. (2009). A compliance evaluation of the transition outcomes project. Career Development for Exceptional Individuals, 32, 17-29.
Malloy, J. M., Cheney, D., & Cormier, G. M. (1998). Interagency collaboration and the transition to adulthood for students with emotional or behavior disabilities. Education and Treatment of Children, 21, 303-320.
School to Work Opportunities Act of 1994, P. L. No. 103-239, 20 U.S.C.
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes or students with disabilities. Career Development for Exceptional Individuals, 32, 160-181.
Tilson, G. P., Luecking, R. G., & Donovan, M. R. (1994). Involving employers in transition: The bridges model. Career Development for Exceptional Individuals, 17, 77-89.
Program: Bridges…From School to Work
Purpose of program: Employment
Luecking, R. G., & Fabian, E. S. (2000) Paid internships and employment success for youth in transition. Career Development for Exceptional Individuals, 23, 205-221.
Program: Bridges…From School to Work
Purpose of program: Employment
Lehman, C. (1992) Job Designs: A community based program for students with emotional behavioral disorder. Teaching Research Newsletter, 1-8.
Program: Job Designs
Purpose of program: Employment for students with emotional behavior disorders
Bullis, M., Fredericks, B. D. H., Lehman, C., Paris, K., Corbett, J., & Johnson, B. (1994). Description and evaluation of the Job Designs Project for adolescents and young adults with emotional or behavioral disorders. Behavioral Disorders, 19, 254-268.
Program: Job Designs
Purpose of program: Employment for students with emotional behavior disorders
Rutkowski, S., Daston, M., Van Kuiken, D., & Riehle, E. (2006). Project SEARCH: A demand-side model of high school transition. Journal of Vocational Rehabilitation, 25, 85-96.
Program: Project SEARCH
Purpose of program: Employment for students with severe disabilities
Sabbatino, E. D., & Macrine, S. L. (2007). Start on Success: A model transition program for high school students with disabilities. Preventing School Failure, 52, 33-39.
Program: Start on Success
Purpose of program: Employment
Benz, M. R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529.
Program: Youth Transition Program
Purpose of program: Employment
Bullis, M., Moran, T., Benz, M. R., Todis, B, & Johnson, M. D. (2002) Description and evaluation of the ARIES Project: Achieving rehabilitation, individualized education, and employment success for adolescent with emotional disturbance. Career Development for Exceptional Individuals, 25, 41-58.
Program: ARIES Project
Purpose of program: Transition services for students with emotional behavior disorders
Wehmeyer, M. L., Garner, N., Yeager, D., Lawrence, M., & Davis, A. K. (2006). Infusing self-determination into 18-21 services for students with intellectual or developmental disabilities: A multi-stage, multiple component model. Education and Training in Developmental Disabilities, 41, 3-13.
Program: Beyond High School
Purpose of program: Promoting self-determination and student involvement in transition planning for students with severe disabilities
Malloy, J. M., Cheney, D., & Cormier, G. M. (1998). Interagency collaboration and the transition to adulthood for students with emotional or behavior disabilities. Education and Treatment of Children, 21, 303-320.
Program: Project RENEW
Purpose of program: Transition services for students with emotional behavior disorders and/or mental illness
Malloy, J. M., Drake, J., Cloutier, H., & Couture, D. (2011). RENEW facilitator’s manual: A secondary transition model for youth and young adults. Portsmouth, New Hampshire: Institute on Disability.
Program: Project RENEW
Purpose of program: Transition services for students with emotional behavior disorders and/or mental illness
Smale, K. P. (2010). Helping students toward independence: The STEPS program at USDB. Odyssey: New Directions in Deaf Education, 11, 47-49.
Program: STEPS
Purpose of program: Transition services for students who have deaf/blind and mild disabilities
Karpur, A., Clark, H. B., Carpioni, P., & Sterner, H. (2005). Transition to adult roles for students with emotional/behavioral disturbances: A follow-up study of student exiters from Steps-to-Success. Career Development for Exceptional Individuals, 28, 36-46.
Program: Steps-to-Success
Purpose of program: Transition services for students with emotional behavior disorders
Aspel, N., Bettis, G., Test, D. W., & Wood, W. M. (1998). An evaluation of a comprehensive system of transition services. Career Development for Exceptional Individuals, 21, 203-223.
Program: TASSEL
Purpose of program: comprehensive transition programming
Aspel, N, Bettis, G., Quinn, P., Test, D. W., & Wood, W. M. (1999). A collaborative process for planning transition services for all students with disabilities. Career Development for Exceptional Individuals, 22, 21-42.
Program: TASSEL
Purpose of program: comprehensive transition programming
Haber, M. G., Karpur, A., Deschenes, & Clark, H. B. (2008). Predicting improvement of transitioning young people in the partnerships for youth transition initiative: Findings from a multisite demonstration. The Journal of Behavioral Health Services and Research, 35, 488-513.
Program: Transition to Independence Process (TIP)
Purpose of program: Transition services for students with emotional behavior disorders
Finn, J. E., & Kohler, P. D. (2009). A compliance evaluation of the Transition Outcomes Project. Career Development for Exceptional Individuals, 32, 17-29.
Program: Transition Outcomes Project
Purpose of program: IDEA compliance
The National Collaborative on Workforce Disability - Youth (NCWD-Youth) has compiled a list of transition programs that serve youth, including those with disabilities, at either the local or state level. While the primary purpose of these programs is to improve employment outcomes for youth, some programs have a secondary purpose such as drop-out prevention or transition to postsecondary education.
These practices have been designated as either exemplary or promising. To be considered exemplary, the program must include the following components (a) provide workforce preparatory experiences, (b) provide youth development and leadership opportunities, (c) tailor services to individuals, (d) demonstrate awareness and attention to serving youth with disabilities, and (e) have quantitative or qualitative outcome data. Additionally the effectiveness of these programs must be validated by an outside source within the past five years. The following programs were considered exemplary by the NCWD-Youth and additional information can be obtained from clicking on the link provided.
Annie E. Casey Foundation
Program: First Jobs Academy
http://www.ncwd-youth.info/node/1363
Baltimore County Public Schools - Department of Student Support Services - Alternative Education, Dropout Prevention and Summer School
Program: Maryland's Tomorrow
Purpose of program: Drop-out prevention
http://www.ncwd-youth.info/node/1297
Children's Aid Society of New York
Program: Carrera Adolescent Pregnancy Prevention Program
http://www.ncwd-youth.info/node/1339
Columbia River Mental Health Services (CRMHS)
Program: Options
http://www.ncwd-youth.info/node/1353
Bay Cove Academy
Program: Career Development Program
http://www.ncwd-youth.info/node/1298
Blackstone Valley Vocational Regional School District
Program Name: Blackstone Valley Regional Vocational Technical High School
http://www.ncwd-youth.info/node/1299
Cincinnati Children's Hospital Medical Center, Great Oaks Institute of Technology and Career Development
Program: Project SEARCH
http://www.ncwd-youth.info/node/1301
Home Builders Institute
Program: Project CRAFT
http://www.ncwd-youth.info/node/1331
Improved Solutions for Urban Systems, Inc.
Program: ISUS Institute of Construction Technology; ISUS Institute of Manufacturing; ISUS Institute of Health Care
http://www.ncwd-youth.info/node/1304
Jobs for America's Graduates (JAG)
http://www.ncwd-youth.info/node/1337
Linking Employment, Abilities and Potential (LEAP)
Program: Job Link
http://www.ncwd-youth.info/node/1309
Linking Learning to Life, Inc.
Program: Linking Learning to Life
http://www.ncwd-youth.info/node/1310
Marriott Foundation for People with Disabilities
Program: Bridges . . . from school to work
http://www.ncwd-youth.info/node/1332
Mid-Michigan Industries, Inc. (MMI)
Program: WAVE and PAVE Services for Youth
http://www.ncwd-youth.info/node/1312
My Turn
Program: My Turn
http://www.ncwd-youth.info/node/1333
Open Meadow Alternative School
Program: Open Meadow Alternative School
http://www.ncwd-youth.info/node/1316
Oxford Public Schools
Program: Project COFFEE (Co-Operative Federation for Educational Experiences)
http://www.ncwd-youth.info/node/1317
Pennsville School District
Program: Salem County School-to-Careers Initiative
http://www.ncwd-youth.info/node/1320
Sacramento Job Corps Center
Program: Sacramento Job Corps Center
http://www.ncwd-youth.info/node/1334
Southwest Conservation Corps and The Training Advantage
Program: Fire Careers Training Program
http://www.ncwd-youth.info/node/1323
Tucson Job Corps Center
Program: Fred G. Acosta Job Corps Center
http://www.ncwd-youth.info/node/1326
Workforce Partnership (Local Workforce Investment Board III) -Kansas
Program: Summer Youth Employment Program (SYEP)
http://www.ncwd-youth.info/node/1342
University of Washington
Program: DO-IT (Disabilities Opportunities Internetworking Technology) Scholars Program
http://www.ncwd-youth.info/node/1335
YouthBuild McLean County
Program: YouthBuild McLean County
http://www.ncwd-youth.info/node/1330
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J110001. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2012). Comprehensive Transition Programs Annotated Bibliography, Charlotte, NC, NSTTAC.
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