Describes a project to offer free reading classes to raise the reading level of Job Training Partnership Act-eligible adults. Discusses procedural steps required to complete the project and the results. (JOW)

The author presents results from a networking needs survey of 692 leaders involved in vocational education, special education, rehabilitation, and other related programs. Findings indicate that networking does currently take place in the area of vocational/special education. Recommendations on how to increase participation are given. (CH)

The use of comprehensive vocational evaluation is recognized as a vital component for effective programs. While vocational assessment is present in a small minority of programs at the present time, a trend is developing to incorporate this service into vocational special needs programs. (JOW)

Outlines the need for interagency cooperation in the vocational development of the handicapped and disadvantaged and develops a futuristic model to be implemented. Discusses advocacy and its role in professional associations, potential barriers to organizational advocacy, and the role of professional associations in organizational advocacy. (CT)

In transition, articulation refers to appropriate coordination of services required for a successful move or transfer by special needs students. Four types of articulation are examined that improve service delivery for students with special training needs. (JOW)

Providing transition services to special needs learners in rural areas is a challenge for most school districts. It takes a coordinated effort on the part of the school staff and the community to meet the needs of these learners effectively. (JOW)

Provides a comprehensive view of California's school-to-work transition programs as they have evolved and grown. Discusses next steps including interagency collaboration, joint planning, and professional training. (JOW)

Workplace and demographic changes will require educational institutions to adapt and provide services enabling transition from schooling to work. Emphasis should be placed on individual career development and the needs of the job market. (SK)

A two-year collaborative effort between the Texas Education Agency, the University of North Texas, and the Garland Independent School District developed a model at-risk program for large school districts. The program's two phases were developing a core group of personnel and conducting train the trainer activities. (JOW)

A study of transition coordinators (n=39) to determine how state departments of education were addressing policy issues related to the transition mandate in the Individuals with Disabilities Education Act revealed that coordinators are facing three major challenges: (1) productive interagency collaboration; (2) assisting local agencies in…

Policy issues of the future workplace are expansion of resources, enhanced collaboration among service providers, role of the private sector, a holistic view of families and communities, and rigorous evaluation to strengthen policymaking. (SK)

Explains the provisions, benefits, and drawbacks of the Job Training Partnership Act, specifying its implications for vocational special needs education. (SK)

A model to improve access to college especially for students with disabilities includes these steps: (1) establishing an interagency support team; (2) orienting students and parents; (3) facilitating person-centered planning; (4) creating and implementing an array of services and supports; and (5) evaluating effectiveness. Barriers such as…

Support services to prevent dropping out of at-risk students include family wraparound services, individual counseling and psychiatry, intensive in-patient treatment, and residential placements. An essential ingredient, interagency collaboration requires common understanding of purposes and goals, communication, and group process skills. (SK)

The demand for improved postschool outcomes has shifted school reform strategy from incremental efforts to fundamental change. Collaboration is consistently identified as an effective approach for fostering communications and creating new systems. Social and vocational educators must become skilled collaborators to influence the course of change.…