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The handbook is intended for school and community programs helping learning disabled young adults make the transition from school to work. The first chapter describes development of the Transition Project by York County (Maine) and project components including referral, assessment, membership on the Transitional Pupil Evaluation Team, the Individual Transition Plan, and tracking. The second chapter examines the roles of the learning disabled young adult, the parents, the school, and the transition specialist. Options for the young adult are considered next, in the third chapter, and include continuing education, non-traditional educational programs, college and university programs, vocational technical institutes, and apprenticeships. The fourth chapter considers options in the world of work including part-time work and work study, employment services, and choosing the right job. Aspects of independent living and independent living programs are considered next. The following chapter provides information on sources of help including financial assistance (social security, Medicaid and Medicare, Aid to Families with Dependent Children, food stamps, and veterans' assistance); support organizations; networks and agencies (including parent organizations, legal assistance, state agencies, and professional assistance). Sources of further information are provided throughout the handbook. Appended are a learning disabilities assessment summary form, a functional assessment profile, and an individual transition plan form. (DB)


Copyright © 1987 by the Human Services Development Institute,Center for Research and Advanced Study, University of SouthernMaine, Portland, Maine.

Co-sponsored by Division of Special Education, Maine Department of Educational and Cultural Services; and Bureau of Rehabilitation,Maine Department of Human Services.

Funding Organization

This book was prepared under grant #G008402246 from the U.S. Department of Education, Washington, DC.



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