Feature Issue on Achieving Secondary Education and Transition Results for Students with Disabilities

Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota • Volume 16 • Number 3 • Fall/Winter 2003/2004

From the Editors

Today's educational systems are being called upon to re-examine how they prepare students with disabilities for adult life. For instance, the shift toward greater participation by students with disabilities in the general education curriculum is requiring exploration of new strategies for attending to the needs of diverse learners in the same classroom. Standards-based education is pushing schools to figure out how to meaningfully include students with disabilities in assessment and accountability systems. The need for early involvement by and continuity between school-based services and community services for individuals with disabilities is moving districts and schools to engage in integrated service planning and to link systems that may not have collaborated in the past. And increased involvement of families and students in individual planning, as well as in shaping educational policy and practice, is continuing to shift the locus of decision-making about education. In this Impact are descriptions of these and other issues related to the education of students with disabilities during their transition years. Along with these articles are profiles of strategies that are proving successful across the country by addressing these issues. It is hoped that the ideas and models in these pages will present readers with resources for use in their own work to achieve the best possible outcomes for students with disabilities.

What's Inside

Overview Articles

Assumptions in Transition Planning: Are They Culturally Sensitive?

Challenges of Secondary Education and Transition Services for Youth with Disabilities

Universal Design in Secondary and Postsecondary Education

Improving Graduation Results: Strategies for Addressing Today's Needs

School Completion Principles (sidebar)

Improving Postsecondary Education Access and Results for Youth with Disabilities

Students with Disabilities Attending Alternative Schools: What Do We Know?

Program Profiles

Providing Seamless Connections Between High School and Adult Services in Seattle

Domonique's Story (sidebar)

A Comprehensive Approach to Promoting School Completion in Minneapolis

Skills for Success: A Three-Tiered Approach to Positive Behavior Supports

Frank's Story (sidebar)

Disabilities, Opportunities, Internetworking, and Technology: Seattle's DO-IT Program

Ryan's Story (sidebar)

Alternative Education Accountability: Kentucky's Approach

Supporting Students with Disabilities at California's El Camino Community College

Brian's Story (sidebar)

Providing Intensive Educational Supports at Virginia Commonwealth University

Supporting Youth Development: UCSB's Center for School-Based Youth Development

Brian's Story (sidebar)

Resources for Further Information

Publication Information

Managing Editor: Vicki Gaylord

Issue Editors:

David R. Johnson; Institute on Community Integration University of Minnesota; Camilla A. Lehr; Institute on Community Integration University of Minnesota; Christine D. Bremer; Institute on Community Integration University of Minnesota; Susan Hasazi; Program in Educational Leadership and Policy Studies University of Vermont

Impact is published quarterly by the Institute on Community Integration (UCE), and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota.

This issue was supported, in part, by Grant #90DD0506/01 from the Administration on Developmental Disabilities, US Department of Health and Human Services; and Grant #H133B980047 from the National Institute on Disability and Rehabilitation Research, US Department of Education.

The opinions expressed are those of the authors and do not necessarily reflect the views of the Institute, Center, University, or their funding sources.

For additional copies or information contact:

Institute on Community Integration University of Minnesota 109 Pattee Hall, 150 Pillsbury Drive SE Minneapolis, MN 55455 612/624-4512 icipub@umn.edu

Impact is available in alternative formats upon request.

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Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu). Citation: Gaylord, V., Johnson, D.R., Lehr, C.A., Bremer, C.D. & Hasazi, S. (Eds.). (2004). Impact: Feature Issue on Achieving Secondary Education and Transition Results for Students with Disabilities, 16(3). Minneapolis: University of Minnesota, Institute on Community Integration. Available at http://ici.umn.edu/products/impact/163.

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Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612/624-4512 or e-mail at icipub@umn.edu, or you can fax or mail us an order form. See our listing of other issues of Impact for more information.

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