Post school results for youth with Disabilities: Key indicators and policy implications

Career Development for Exceptional Individuals

Volumn 21, Issue 2, 1998, Pages 145-160

  Colley, Debra A ^a   Jamison, Doris ^a  

^a New York State Education Department   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0009891922     PISSN: 08857288     EISSN: 15575047     Source Type: Journal    
DOI: 10.1177/088572889802100204     Document Type: Article

References (7)

1. Furney, K.S., Hasazi, S.B., & DeStefano, L. (1997). Transition policies, practices, and promises: Lessons from three states. Exceptional Children, 63, 342-354.
2. Halpern, A.S. (1990). A methodological review of follow-up and follow-along studies tracking school leavers from special education. Career Development for Exceptional Individuals, 13, 13-27.
3. Hasazi, S.B., Hock, M., & Cravedi-Cheng, L. (1992). Vermont's post-school indicators: Using satisfaction and post school outcomes data for program improvement. In F.R. Rusch, L. Destefano, J. Chadsey-Rusch, L.A. Phelps, & E. Szymanski (Eds.), Transition from school to adult life: Models, linkages, and policy (pp. 485-506). Sycamore, IL: Sycamore.
4. Office of Vocational and Educational Services for Individuals with Disabilities. (1997). Performance report of educational and vocational services for individuals with disabilities, 1995-1996. Albany, NY: New York State Education Department.
5. Vermont's Transition Systems Change Project. (1994). Vermont's post school indicators project. Burlington, VT: University of Vermont.
6. Wagner, M. (1989). Youth with disabilities during transition: An overview of descriptive findings from the National Longitudinal Transition Study. Menlo Park, CA: SRI International.
7. Wermuth, T., & Grayson, T. (1995). Case studies of state-level cross disciplinary transition policy implementation. Champaign, Il: University of Illinois.