Integrating Service Systems at the Point of Transition for Youth with Significant Support Needs: A Model that Works

Presents a “Transition Service Integration Model” for individuals needing significant support.  The model integrates the resources of public schools and rehabilitation and developmental disabilities systems.  School districts form a partnership with non-profit community rehabilitation agencies to work together during students’ last year in public school to provide services through which students obtain paid jobs in inclusive settings and access inclusive community activities before graduation.  A blend of school and vocational rehabilitation and developmental disabilities funding support the collaboration during the last school year.  After exit from high school, a blend of vocational rehabilitation and developmental disabilities funding continues to finance the on-going support of individuals.  The article describes implementation and outcomes of the model in California and Maryland school districts.

Citation:

Luecking, R. G., and Certo, N. J. (2002). Integrating Service Systems at the Point of Transition for Youth with Significant Support Needs: A Model that Works. National Center on Secondary Education and Transition.

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Posted in Career preparation and work-based learning, Funding mechanisms, Interagency collaboration and partnership, Service planning and coordination, Services and service innovations, Transition planning in schools
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Model Elements