N.Y. To Ease Transition From Special Ed.

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

The New York State Board of Regents has approved a wide-ranging set of policies to help disabled students bridge the gap between school and work or further study.

Proponents say the package is the most comprehensive of its kind in the nation. It calls on educators to work with vocational-rehabilitation counselors, higher-education officials, employers, and operators of independent-living centers in developing plans to assist disabled students finish high school and lead self-sufficient lives.

The state board's action comes as the first generation of students to grow up with the benefits of universal, federally mandated special education are beginning to leave school. As a result, a number of state and federal policymakers are devoting more attention to the question of how children fare after special education.

A national study last year indicated that, one year after leaving4school, fewer than 30 percent of handicapped students are employed and fewer than 15 percent are enrolled in postsecondary education. (See Education Week, May 3, 1989.)

"As these sons and daughters are leaving school, they're asking what's next," said Lawrence C. Gloeckler, deputy commissioner of the state education department's office of vocational and educational services for individuals with disabilities. His office was created last year to link such services for the handicapped.

"These people have received special education and now they feel they should be able to get a job or attend school, if that's what they want to do," he said.

State Directives

The new rules direct state education officials to:

  • Conduct a vocational assessment for virtually all disabled secondary-school students.
  • Include vocational planning invice- and inservice-training programs for all professionals working with such students.
  • Make "transitional planning" a component of the individualized education plans that special educators are required to complete each year for special-education students.
  • Create a database for tracking individuals with disabilities.
  • Encourage local school officials, whenever possible, to include vocational-rehabilitation counselors and others outside of education in individualized-education-plan meetings for disabled students.

Mr. Gloeckler said the rules were based on the recommendations of a task force formed last fall to examine the problems handicapped children face as they enter adulthood.

The group's hearings were attended by nearly 6,000 disabled students, parents, educators, rehabilitation specialists, and employers from around the state.--dv

Vol. 09, Issue 40

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Student Engagement Lessons from 3 Successful Districts

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >