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dc.contributor.authorMurphy, Marianne
dc.contributor.authorGolden, Thomas P.
dc.date.accessioned2020-12-06T23:08:31Z
dc.date.available2020-12-06T23:08:31Z
dc.date.issued2004-05-01
dc.identifier.other85411
dc.identifier.urihttps://hdl.handle.net/1813/89898
dc.description.abstractIt is clear that the intention of the Individual with Disabilities Education Act require both the Education Agency and the Vocational Rehabilitation Agency (VESID, in New York State) to jointly participate in the development of transition plans for students with disabilities as they prepare for employment after high school. Yet, we find certain barriers to school and vocational rehabilitation (VR) collaboration, such as: poor or inaccurate perceptions of vocational rehabilitation; and conversely of schools and youth in transition by VR staff; as well as nonexistent or ineffective procedures to support collaboration between district and VR staff. This brief will highlight specific steps and strategies designed and implemented by a regional workgroup to remedy these barriers. Transition Articulation Agreements has improved procedures and communication among the partners. This brief will review the specific barriers faced, and interventions taken to remove barriers and create measures of success.
dc.language.isoen_US
dc.subjectchildren
dc.subjectcollege
dc.subjectconnecting activities
dc.subjecteducation
dc.subjectelementary school
dc.subjectFree and Appropriate Public Education
dc.subjectGeneral Education
dc.subjectheal
dc.subjecthigh school
dc.subjectInclusion
dc.subjectjunior high school
dc.subjectlearners
dc.subjectmiddle school
dc.subjectPostsecondary Education
dc.subjectrecuperate
dc.subjectrehabilitate
dc.subjectrehabilitated
dc.subjectrehabilitating
dc.subjectrehabilitation
dc.subjectRehabilitation Act
dc.subjectrehabilitative
dc.subjectschool to work
dc.subjectschool-based learning
dc.subjectschools
dc.subjectSecondary Education
dc.subjectself-determination
dc.subjectSpecial Ed
dc.subjectspecial education
dc.subjectspecial education
dc.subjectstudents
dc.subjectstudents with disabilities
dc.subjectSupported Education
dc.subjectteachers
dc.subjecttherapy
dc.subjecttransition
dc.subjectTransition
dc.subjectTransition Planning for Youth
dc.subjectEDIcat7-TPY
dc.subjecttransitional
dc.subjecttransitioning
dc.subjecttreatment
dc.subjectuniversity
dc.subjectvocational rehabilitation
dc.subjectwork-based learning
dc.subjectyouth
dc.subjectcollaboration
dc.titleArticulating Roles and Responsibilities in the Transition Planning Process: A Practice Aimed at Figuring Out How to Work Together
dc.typearticle
dc.description.legacydownloadsT13_PDF1.pdf: 3999 downloads, before Oct. 1, 2020.
dc.description.legacydownloads0-T13_TXT.txt: 1486 downloads, before Oct. 1, 2020.
local.authorAffiliationMurphy, Marianne: mm272@cornell.edu Cornell University
local.authorAffiliationGolden, Thomas P.: Tpg3@cornell.edu Cornell University


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