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The purpose of this paper is to present a three-stage vocational transition model for handicapped youth as they move into adulthood. The model is characterized by the need for secondary programs which reflect a functional curriculum, integrated services, and community-based instruction. The transition process should be initiated well before graduation, should involve parents and adult service representatives, and should be formalized. Postsecondary vocational alternatives should reflect paid employment outcomes and there should be a diversity of options available for mildly, moderately, and severely handicapped youth. Finally, greater follow-up of handicapped students into adulthood by school systems is mandatory if we are to assess how effective our programs are in reducing the extraordinarily high unemployment rate of disabled persons in this country today.
Wehman et al. (Sun,) studied this question.