Department of Vocational Rehabilitation as a Referral Resource for School-to-Work Transition Planning: One State's Review

1995 ◽  
Vol 26 (2) ◽  
pp. 23-28
Author(s):  
Sonja Feist-Price ◽  
Kasundra Cyrus ◽  
Debra Ann Harley
Keyword(s):  
Vocational Rehabilitation ◽  
Special Needs ◽  
Special Educators ◽  
Transition Planning ◽  
School To Work ◽  
Children With Special Needs ◽  
School Life ◽  
Exceptional Children ◽  
School To Work Transition ◽  
Work Transition

The Department of Vocational Rehabilitation is a resource available to children with special needs who are transitioning to post-school life. However, this resource often remains untapped by students until later in life. Steps have been taken in this southeastern state to promote the use of Department of Rehabilitation prior to school completion. This article identifies knowledge and perceptions of Exceptional Children Coordinators or Special Educators regarding the Department of Vocational Rehabilitation as a referral resource in school-to-work transition planning for children with special needs.

School-to-Work Transition Planning for School-Aged Children with HIV

2003 ◽  
Vol 34 (1) ◽  
pp. 10-16
Author(s):  
Sonja Feist-Price ◽  
Neena Khanna
Keyword(s):  
Transition Planning ◽  
School Setting ◽  
Immune Deficiency Syndrome ◽  
Deficiency Syndrome ◽  
School To Work ◽  
Psychosocial Needs ◽  
School To Work Transition ◽  
School Aged Children ◽  
Work Transition ◽  
Immunodeficiency Virus

With the modern advances of medicine, school-aged children with Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) are afforded the opportunity to live long and productive lives. However, their ability to attain a life of normalcy is minimized if proper services are not made available. One of the mechanisms that can contribute to school-aged children living normal and productive lives beyond their high school years is school-to-work transition planning. The school setting has proved to be an environment that has not only sparked learning, but has also provided a safe and nurturing haven where students could meet many of their psychosocial needs of adjustment and development.

School to Work Transition in Japan

1995 ◽  
Vol 21 (1) ◽  
pp. 204
Author(s):  
Gerald LeTendre ◽  
Kaori Okano
Keyword(s):  
School To Work ◽  
School To Work Transition ◽  
Work Transition

Work performance and support needs analysis of students with intellectual disabilities

2021 ◽  
pp. 1-10
Author(s):  
Hailee Baer ◽  
Kristen Welker ◽  
Carol Cox
Keyword(s):  
Intellectual Disabilities ◽  
Work Performance ◽  
School To Work ◽  
Support Needs ◽  
School To Work Transition ◽  
Employment Supports ◽  
Work Transition ◽  
Job Coach ◽  
Students With Intellectual Disabilities ◽  
Job Coaches

BACKGROUND: School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment. OBJECTIVE: The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience. METHOD: A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program. RESULTS: The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant. CONCLUSIONS: When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.

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