This article begins with a vignette about Carla, a 4-year-old girl with a diagnosis of developmental delays. It then describes a model to facilitate inclusion of young children in early childhood settings. The authors developed this model as they worked with practicing early childhood professionals. The model places emphasis on the following…

A model is presented for planning the transition of handicapped children from early childhood special education (ECSE) programs into kindergarten/elementary school mainstream classrooms. The model, developed through Project TEEM (Transitioning into the Elementary Education Mainstream), enables parents, ECSE, and elementary school program staff to…

Norfolk (Virginia) has developed an interagency structure, the Norfolk Youth Network, among its child serving agencies in order to more effectively meet multiple problems of area youth. A needs assessment in 1988 revealed a high incidence of youth problems, multiple agencies working simultaneously with the same clients, and inefficient placements.…

This information sheet summarizes findings from two reports: "Staffing Patterns and Team Models in Infancy Programs" by Jeanette McCollum and Mary-alayne Hughes, and "Early Intervention Team Approaches: The Transdisciplinary Model" by Geneva Woodruff and Mary McGonigel. The digest outlines the provisions of the Education of the…

Models of collaboration among disciplines and among agencies have been developed in the early intervention field in response to the need for service coordination for young special needs children and their families. Case management is seen as a mechanism for effectively coordinating these services, and encompasses the tasks of assessing client…

Cooperative teaching may be a useful service delivery model for facilitating the merger of general and special education. A rationale is presented for use of cooperative teaching, outlining short-term and long-term benefits, implementation options, and potential barriers and techniques to resolve them. (JDD)

An evaluation paradigm which describes interagency coordination as a multidimensional (climate, resources, policies, people, and process), interactional, and developmental effort is presented for use in special education as a: training tool for those involved in coordination efforts; guide for developing and evaluating interagency coordination…

Urges transition teams to have stronger interaction with school counselors, who possess expertise in assessment and planning for success in post-school domain. A Transition Intervention Model for School Counselors is provided that offers possible systemic alternatives that facilitate access to counselor expertise within transition-team structures.…

The National Center on Educational Outcomes (NCEO) was established to work with states and other policy groups to develop a model of educational outcomes for students with disabilities and to generate a list of indicators of these outcomes. NCEO developed a technique named Multi-Attribute Consensus Building (MACB) to build consensus among…

This document presents a prototype Individual Transition Plan (ITP) process and format for students receiving special education services. Following an overview of the role of transition, a section on the ITP process discusses pre-meeting activities, conducting an ITP meeting, monitoring and evaluating the ITP meeting, and a rationale for the…

This handbook was developed to assist human services representatives in forming interagency linkages and planning more effectively for the transition of handicapped youth from school to adult life. A model is presented as a framework for conceptualizing the student's movement through various educational levels and for planning the transition from…

The report describes the University of Florida Multidisciplinary Diagnostic and Training Program (MDTP), jointly administered through the Department of Pediatrics and the Department of Special Education. It functions as a diagnostic, training, and consultative resource to local school districts in north central Florida and provides short-term…

This manual is designed to help schools in the development, implementation, and evaluation of activities that assist individuals with special needs in making vertical transitions from school to postsecondary training or employment and horizontal transitions between the school, home, and community. It presents, in section 1, a model that…

The Student Study Team (SST) is described as a California intervention model that encourages effective multidisciplinary team participation. The development, training, operation, and evaluation of such teams are discussed, and implementation recommendations are offered. The article includes a flow chart of the SST process, a meeting competency…

This resource guide outlines procedures for efficiently and effectively planning and implementing transition programming for at-risk students. Based on a review and synthesis of needs assessment systems in transition programs, a flow chart is presented showing step-by-step procedures recommended for local transition needs assessments. Steps in the…