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The State-Federal Rehabilitation Program: Interface with Special Education.
Peer reviewed Peer reviewed
Szymanski, Edna Mora; And Others – Exceptional Children, 1989
Differences between state and local special education programs and the state-federal vocational rehabilitation (VR) program are highlighted, through discussion of the history of the state-federal VR program, the differing definitions of disabilities, operation of the VR program, funding differences, and resultant differences in evaluation…
Descriptors: Agency Cooperation, Definitions, Disabilities, Federal Programs
The Prime Factor in Education.
Peer reviewed Peer reviewed
Greer, Jeptha V. – Exceptional Children, 1989
The article examines the current emphasis on collaboration among educational services and institutions and warns that collaboration should not be an end in itself but must serve the child. Special educators are encouraged to let structure follow function in collaborative efforts and to put the point of delivery as close to the child as possible.…
Descriptors: Agency Cooperation, Disabilities, Educational Needs, Educational Philosophy
Service Coordination between Correctional and Public School Systems for Handicapped Juvenile Offenders.
Peer reviewed Peer reviewed
Lewis, Kathleen A.; And Others – Exceptional Children, 1988
Ninety-one public school special education directors and 31 correctional education administrators in five mid-Atlantic states were polled to investigate linkages between the two systems. Results indicated needs for additional liaison staff hired specifically to coordinate services and an improved information exchange concerning handicapping…
Descriptors: Administrators, Agency Cooperation, Cooperative Planning, Coordination
Competencies Needed for Transition Specialists in Vocational Rehabilitation, Vocational Education, and Special Education.
Peer reviewed Peer reviewed
DeFur, Sharon Hall; Taymans, Juliana M. – Exceptional Children, 1995
Competencies needed by transition specialists for youth with disabilities were validated, based on opinions of 134 specialists in vocational rehabilitation, vocational special education, and special education. Competencies rated most important to effective transition services include the ability to coordinate, communicate, and collaborate.…
Descriptors: Agency Cooperation, Communication Skills, Coordination, Disabilities
Transition Services for Secondary Students with Mild Disabilities: A Statewide Perspective.
Peer reviewed Peer reviewed
Benz, Michael R.; Halpern, Andrew S. – Exceptional Children, 1987
The study of Oregon's secondary special education programs for the mildly disabled surveyed 143 administrators, 323 teachers, and 279 parents. Among results were that few districts used written interagency agreements to involve community agencies; that teachers wanted more and better parent involvement; and that follow-up of previous students was…
Descriptors: Administrator Attitudes, Agency Cooperation, Education Work Relationship, Followup Studies
The Necessary Restructuring of Special and Regular Education.
Peer reviewed Peer reviewed
Reynolds, Maynard C.; And Others – Exceptional Children, 1987
Special education categories for mildly handicapped students are not reliable nor valid as indicators of particular forms of education. Their use is expensive and inefficient, causing disjointedness in school programs. A program of pilot projects is recommended in conjunction with regular educators to redesign categorical programs and policies.…
Descriptors: Agency Cooperation, Cooperative Planning, Educational Cooperation, Educational Policy