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Transition in an Era of ReformDiane S. Bassett, PhD, is a faculty member at the University of Northern Colorado. Her interests include issues in transition, strategies and methods for working with adolescents and adults with disabilities, and technology applications.
Tom E. C. Smith is a professor in the Department of Teacher Education at the University of Arkansas at Little Rock. Dr. Smith has taught on the faculties of the University of Alabama at Birmingham and the University of Arkansas at Fayetteville. He is the author of numerous textbooks and journal articles that focus on students with learning disabilities. Address: Diane S. Bassett, Division of Special Education, McKee 325, University of Northern Colorado, Greeley, CO 80639. Transition services for students with learning disabilities have not always been a priority in public schools. Although school personnel have long acknowledged the transition needs of students considered to have more severe disabilities, such as mental retardation, physical problems, and emotional disturbance, they do not always consider that students with learning disabilities also need transition programming. The result has been a neglect of these students' transition needs, which has likely contributed to some of the problems experienced by young adults with learning disabilities. This article focuses on the effect of educational reform on transition services for students with learning disabilities. General education reform—fueled by some of the critical reports of the 1980s — inclusion, and some of the more recent efforts to reform public education (namely, Goals 2000) are all discussed as they relate to the transition needs of students with learning disabilities.
Journal of Learning Disabilities, Vol. 29, No. 2,
161-166 (1996) This article has been cited by other articles:
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