Beyond High School: Transition From School to Work
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| Year of Publication |
1998 |
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| Publication Type |
book |
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| Name of Periodical |
Beyond High School: Transition From School to Work |
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| Editors |
Rusch, F.R. & Chadsey, J.G.
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| Publisher &
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Wadsworth Publishing Company
10 Davis Drive
Belmont, CA 94002
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| Available From |
Publisher |
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| URL |
http://thomson.com/wadsworth.html |
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| Suggested Audience |
- Educators
- Support personnel
- Disability advocates
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| Descriptors |
- Family support policy
- Parent participation
- Disability policy
- Special education
- Transition
- Delivery systems
- School organization
- Student assessment
- Social integration
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Content Abstract
Beyond High School presents a large and complex body of research and emerging theories in an attempt to present straightforward solutions to complex problems facing educators today. As such, the text also addresses the fundamental question, “What does existing secondary educational research and theory say about how best to address the genuinely important problems that face youth with and without disabilities?”
The purpose of this text is to summarize the knowledge acquired from research that has focused on reforming secondary special education and our high schools, and to make recommendations for improving the effectiveness of our nation’s high schools. Chapter 1 examines the literature surrounding adolescent development, introducing the reader to the pressures and forces that confront youth as they prepare to leave a life of parent support and nurturing to a life where they are expected to become autonomous almost overnight. Chapter 2 reviews best practices that have emerged in general education, vocational education, and special education over the past fifteen years. Chapter 3 provides a broad historical overview of legislation that has impacted employment training, rehabilitation, and education. Chapter 4 discusses how schools are clearly ineffectual in preventing students from dropping out. Part II of the book begins with Chapter 5 and focuses on the goals of vocational education, supporting legislation, and current practices in secondary vocational education. Chapter 6 provides an overview of career development theories and concepts that form the underlying framework for the transition practices introduced in this text. Chapter 7 describes several levels of transition services that may be considered when developing a comprehensive transition system. Chapter 8 introduces topics related to planning and delivering secondary education and transition services. Chapter 9 provides one of the clearer treatments of why student involvement in transition planning is important. Chapter 10 introduces the reader to practices that are recommended to improve family-school relationships including reciprocal family education, cultural sensitivity, personal futures planning, and including families in the planning of their children’s transition over time. Chapter 11 offers a broad overview of the purposes of assessment, discussing GEDs and entrance and certification exams and provides a broader framework for facilitating comprehensive transition assessment and evaluation. Chapter 12 reviews practices that state, regional, and local-level interagency teams should consider when attempting to build statewide transition services using a network of collaborative interagency teams. Chapter 13 illustrates the use of Personal Career Planning when considering an individual’s preferences, goals, and strengths in relation to local employment opportunities. Chapter 14 reviews the background and rationale for school-sponsored work experience and examines work experience programs currently prevalent in secondary education. In Chapter 15 the authors present an empirically based, socially validated model of support and illustrate its application through a case study. Chapter 16 concludes with a set of recommended practices, including the need for research, self-advocacy training of service providers, and linkages between secondary and postsecondary setting. Chapter 17, the final chapter, proposes an ecological framework for social inclusion that not only looks to change the individual with the disability, but also involves the environment and others in the environment as part of the intervention focus.(excerpted from book introduction by editors)
Methodological Notes
Additional Comments
Reviews and Commentary by the Field
