The following organizations provided information about their projects during the "nomination" process. Listed below are the contact name, telephone number, address, and a brief project description.
Abstract: This project provides vocational programming services for individuals with developmental disabilities from ages 22 to 48. Services include (a) diagnostic and evaluation services, (b) Individual Habilitation Plan development, (c) vocational observation and evaluation, (d) job placement, and (e) job coach support services.
Abstract: The Albuquerque Technical-Vocational Institute special services department provides high school students with severe disabilities equal access to educational opportunities in order to prepare them for gainful employment in the community. Project activities are designed to (a) assist students to identify their abilities and limitations, (b) provide accommodations necessary to allow them to participate fully in an appropriate program of study and in the least restrictive environment, and (c) assist students in a successful transition from school to work.
Abstract: The Autistic Center provides education and training to students with autism and their teachers. Support is offered in the following areas: (a) sheltered employment, (b) transition programming with job training in the community, and (c) residential services, including community-integrated group homes and apartment living with support.
Abstract: The BOCES prepares high school students with disabilities to participate in community work experiences, supported, or work-study programs. Additional supports include job coaching for transportation, use of natural supports, and community work-related issues. The student IEP transition goals and the identified transition services become the guide for community work placements.
Abstract: The BAC for Vocational Special Education provides business expertise training to vocational and special education educators through (a) locating training sites for community-based instruction, (b) soliciting the cooperation of community business leaders, (c) locating competitive employment for vocational special education students, (d) locating supported employment sites for students with severe disabilities, (e) acting as a liaison between the school district and cooperating businesses, and (f) serving as a forum for conducting student and employee interviews.
Abstract: This program provides vocational services that prepare high school students with disabilities for competitive employment. Transition planning focuses on student interests and preferences. Students are able to learn skills through employment, training and/or education. Other areas include skill development such as: recreational, independent living, social relationships, residential, and financial and economic.
Abstract: The Circle of Life Transition Program provides transition services to middle- and high-school students of culturally diverse backgrounds. Students with disabilities are provided with a concentrated program of activities according to their individual abilities, needs, and interests. The major program components include (a) student skill development, (b) student-focused planning, (c) interagency collaboration, and (d) family involvement.
Abstract: The Communication Skills program develops, disseminates, and demonstrates materials and ideas for enhancing communication between students and teachers. Entering students are evaluated, a student skills profile is developed of the actual skills and the student's understanding of his or her communication skills. Project personnel regularly provide consultation to and collaboration with academic and vocational instructors.
Abstract: This project provides transition planning activities that include informal and formal assessment of family needs and student interests and preferences. As a major component to the transition planning process, families and students are guided to develop self-advocacy skills. A series of work-related training experiences are offered in the community. The ultimate aim of the student's transition plan is independence and functioning as a full community member.
Abstract: This project produces an annual newsletter distributed to all middle- and high-school students enrolled in special education, their families, community service agencies, and teachers. Topics covered are transition-related and include information about community resources, family involvement in transition planning, legal issues, employment training opportunities, transportation, recreation, health, and support groups. An additional newsletter is written specifically for students and families.
Abstract: ESU #9 provides a comprehensive transition planning process for high school students with disabilities. The program has established a solid framework that continues to be systematically and longitudinally developed by the student, school personnel, family, community, and adult service providers. The framework focuses on transition procedures and activities, and post-school opportunities. Students are taught to participate in a multitude of activities and settings to facilitate their success in transitioning from school to post-school environments.
Abstract: The Florida Network is a statewide database designed to collect information on effective transition programs offered throughout Florida. The database includes current transition programs available for replication to practitioners, administrators, agency personnel, parents, policymakers, and other interested parties.
Project Title: Gulf Coast Works
Contact Person: Cindy Kegg
Telephone #: 409-938-8016
Mailing Address: Gulf Coast Works
1501 Amburn Road N., Suite 11
Texas City, TX 77591
Abstract: This program promotes supported employment for individuals with severe developmental disabilities or long-term mental illness. The model is based on (a) inclusion of an individual in a job placement within a natural employment setting, (b) quality services, and (c) education and cooperation of service providers inside and outside the organization.
Abstract: The Jones Center is a postsecondary academic support unit that offers enhanced support services to students with learning disabilities. This comprehensive, holistic program focuses on the development of techniques and strategies that enable students to build skills utilizing their strengths and compensating for deficits. Students follow a program that has been individually designed.
Abstract: This project accommodates students with learning disabilities in a postsecondary education-to-workplace environment. A wide range of services includes assessment of the individual's learning needs and provides for educational accommodations. Other service options include (a) career assessment, (b) academic monitoring and remediation, (c) diagnostic services, (d) counseling, (e) tutoring, (f) job training, and (g) job placement.
Abstract: The Life Styles, Inc. supported employment program is consumer-oriented and consumer-directed. Detailed information is gathered from the consumer regarding abilities, limitations, interests, preferences, and likes and dislikes of job and non-job related areas. Services are offered in the following areas: (a) community support, (b) transitional apartment living, (c) college living, (d) technology center for independence, and (e) home maid employment.
Abstract: The Mega Co-op Transition Project provides services and activities to students in high school with moderate and severe disabilities. Project options include (a) independent living skills evaluation; (b) vocational counseling, (c) vocational development, (d) vocational evaluation, (e) job placement, and (f) on-the-job training. Throughout the transition process, activities focus on a family involvement, including informational meetings, open house, family training sessions, the evaluation process, the curriculum development process, and the Individualized Transition Plan (ITP).
Abstract: This project includes a number of activities developed for students who may be at risk of dropping out of school. For example, Job Clubs provide a forum where students can learn and apply job-search strategies and skills. Other activities include mentors for each 9th grader, developing a vocational assessment portfolio for high school students, and increasing self-determination skills included on the IEP.
Abstract: This project provides a variety of services to individuals with developmental disabilities in preparation for employment. The primary activities are employment placement options, career development, life skills, and a range of support services. All services are designed to maintain employment and community integration.
Abstract: The focus of Partnership for Success is to develop self-determination skills in high school students with disabilities in order to prepare them to lead active and productive lives in their community. The program includes three components: (a) curriculum, (b) mentoring, and (c) community work experience.
Abstract: Project ACES is a supported-employment program designed to serve youth, ages 16-25, with serious emotional disturbances. The project is part of controlled research that includes the following three vocational treatment programs: (a) individual placement using job coaching, (b) individual placement using natural supports in the workplace, and (c) traditional sheltered workshop training. The results of this study clearly indicate the superiority of the supported employment with job coaching model over the sheltered workshop model. Supported employment with natural supports was also superior to the sheltered workshop in terms of placement rate.
Abstract: Project COED provides job skill training and job placement for individuals with mental retardation and related developmental disabilities. Individuals may receive skill preparation in one of three training options: (a) office/clerical, (b) food service, and (c) housekeeping.
Abstract: This project provides training and supported employment in integrated community settings for youth and adults with mental retardation. Services include (a) assessment of student preferences and interests; (b) job exploration, simulated and actual training work sites; (c) job coach; and (d) job matching in the community.
Abstract: This project serves high school students and young adults with disabilities. Transition classes I and II cover a wide array of transition issues, for example, career awareness, job shadowing, transportation, and community-based instruction. The second phase for young adults consists of follow-up options that complement the transition classes. These options include support for postsecondary education, employment training, job shadowing, recreational support, and/or a list of transition-related activities.
Abstract: EBCE is a comprehensive transition program that provides high school students with disabilities the necessary experience to enter the world of work and postsecondary education or training. A strategic planning process is implemented for developing IEPs and includes transition services. Student academic needs and career experiences are provided through in-class and community-based sites.
Abstract: The Red Rock projects provide paid supported-employment opportunities to individuals with severe and persistent mental illness. Consumers participate in formal and informal assessments in simulated work settings or actual community job sites. A job coach trains with the worker until fading occurs. Contact with worker and employer is maintained.
Abstract: This community-based program offers a range of services to adults with developmental disabilities. Services and activities offered include (a) speech and hearing evaluations, (b) occupational skills training, (c) vocational development, (d) on-the-job training, and (e) supported employment.
Abstract: The Supported Living Institute is a community-based program for transitioning young adults. The major focus of the program is to improve functional daily living skills. Training may include a wide range of services and activities such as: (a) vocational placement, (b) supported and competitive employment, (c) training in domestic chores, (d) transportation, (e) recreational skills, (f) postsecondary educational assistance, and (g) family involvement.
Abstract: This project provides unique training opportunities that address the transition of youth with deaf-blindness and individuals with severe disabilities. State and local teams are established to identify and address the needs, interests, and preferences of youths with disabilities through IEP planning sessions. This interagency approach promotes better transition outcomes.
Abstract: This project promotes the principles of full inclusion, natural supports, youth and family leadership, and typical social and community connections for students and young adults with disabilities. School restructuring is the major goal. Activities include (a) training and technical assistance provided to schools; (b) model demonstration sites to develop and implement the principles; (c) policy changes in the areas of funding, diplomas, access to classes, school restructuring; (d) research and evaluation; (e) leadership education of youth and family; (f) dissemination of written materials; and (g) publication of topical materials.
Abstract: This program consisted of two complementary studies on social interactions of students with disabilities at a regular secondary school. The intervention involved peers with and without disabilities as tutors and conversation partners. Both studies explored the effectiveness of self-instruction with multiple exemplar training on increasing students' generalized conversation skills across different students and settings. The second study incorporated multiple social validation measures that supported (a) participants, (b) target behaviors, and (c) the intervention. Finally, multiple measures were used to assess participant goals, establish social comparison normative standards, and validate intervention effectiveness.
Abstract: This project provides community-based employment for individuals who were previously considered unemployable. Vocational and functional assessments are conducted to identify appropriate job possibilities. The individual receives on-the-job training in an integrated setting. A natural and gradual transfer of responsibility to co-workers and employers is also addressed.
Abstract: The West Virginia Statewide Transition Systems Change Project (WVTP) is a central interagency resource that coordinates systems change throughout statewide transition services. The WVTP office promotes development of state transition policies and programs, provides statewide training and technical assistance, and distributes information on transition strategies and priorities.