Printer-Friendly Version
Email This Article
Transition Options for Youth with Disabilities: An Overview of the Programs and Policies that Affect the Transition for School
Available formats: PDF
Article Summary
Wittenburg, Golden, & Fishman (2002) examined school-based and non-school programs that affect transition from school to work for youths with disabilities. Their analysis emphasizes areas of future research that would improve the school to work transition.
School-based programs include Part B of the Individuals with Disabilities Act (IDEA), which provides school districts funding for special education programs. Children eligible under IDEA will receive an Individualized Education Program (IEP), which outlines the appropriate services that the school will provide. The IEP also includes other Department of Education (DOE) programs and services available to the child. These programs were developed to provide services to assist with the transition into employment. Families can also receive support through non-school programs that provides particular services their child may need. Non-school programs include: Supplemental Security Income (SSI), Temporary Assistance for Needy Families (TANF), Children with Special Health Care Needs (CSHCN), and Medicaid. Due to the vast array of programs and services available, there is little information on the interaction of school and non-school based programs. Services are also available to transitioning adults that are eligible and include: State Vocational Rehabilitation (VR), Independent Living Programs, and Project Able.
Wittenburg and colleagues report, "Two types of data initiatives would significantly enhance the information on the transition process." The first data initiative would be to improve the information collected on special education in major surveys. The second data initiative would develop administrative databases that are linked to one another to track transitions by youth with disabilities. Wittenburg et al. believe that due to the lack of a universal service management system to assist individuals through the multitude of adult services, the transition process will vary a great deal. They conclude, "Several efforts are necessary to better understand the overlap of school and non-school programs using both qualitative and quantitative methods."
Reference Wittenburg, D.C., Golden, T., & Fishman M. (2002). Transition options for youth with disabilities: An overview of the programs and policies that affect the transition for school. Journal of Vocational Rehabilitation, 17,195-206.
Have a Question or Comment About This Article?
