Moving Out into the World [electronic resource] : Transitions from Adolescence to Adulthood for Students with Chronic Illness and Other Disabilities / Pamela Luft and Frank R. Rusch.
This paper examines transition from school to post-school activities for students with chronic illness and disabilities, with reference to: four legislative acts that impact transition services, seven legislated implementation mechanisms, seven outcomes areas, and a social system for evaluating serv...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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MARC
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| 100 | 1 | |a Luft, Pamela. | |
| 245 | 1 | 0 | |a Moving Out into the World |h [electronic resource] : |b Transitions from Adolescence to Adulthood for Students with Chronic Illness and Other Disabilities / |c Pamela Luft and Frank R. Rusch. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1993. | ||
| 300 | |a 16 p. | ||
| 500 | |a ERIC Document Number: ED372521. | ||
| 500 | |a ERIC Note: In: Dais, Teresa; And Others. Selected Readings in Transition: Cultural Differences, Chronic Illness, and Job Matching. Volume 2; see EC 303 150. |5 ericd. | ||
| 520 | |a This paper examines transition from school to post-school activities for students with chronic illness and disabilities, with reference to: four legislative acts that impact transition services, seven legislated implementation mechanisms, seven outcomes areas, and a social system for evaluating services to transitioning youth. Transition legislation addressed includes Public Law 94-142, the Education of All Handicapped Children Act; the Individuals with Disabilities Education Act of 1990; Section 504 of the Rehabilitation Act of 1973; and the Americans with Disabilities Act of 1990. Mechanisms that are incorporated into this legislation to ensure critical transition outcomes include, among others: individualized transition services, inclusion of transition services in Individualized Education Programs, coordination of school and adult services, and individually determined outcomes. Transition services focus on employment, training and education, financial/economic, recreational, social relationships, independent living, and residential outcomes. A multiple systems approach is recommended for meeting the information, support, and service needs of students and their families. This social systems framework consists of four mutually interactive levels: student and family, program, organization, and community. Two student and family scenarios illustrate the transition process from a social systems perspective. The paper concludes that service professionals and other team members need to function as facilitators or knowledgeable advocates, rather than"experts" in helping individuals with disabilities make decisions for themselves. (Contains 12 references.) (JDD) | ||
| 650 | 1 | 7 | |a Chronic Illness. |2 ericd. |
| 650 | 1 | 7 | |a Delivery Systems. |2 ericd. |
| 650 | 1 | 7 | |a Disabilities. |2 ericd. |
| 650 | 1 | 7 | |a Education Work Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Educational Legislation. |2 ericd. |
| 650 | 0 | 7 | |a Federal Legislation. |2 ericd. |
| 650 | 0 | 7 | |a Independent Living. |2 ericd. |
| 650 | 0 | 7 | |a Models. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Student Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Systems Approach. |2 ericd. |
| 650 | 1 | 7 | |a Transitional Programs. |2 ericd. |
| 700 | 1 | |a Rusch, Frank R. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED372521.pdf |z Full Text (via ERIC) |
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