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Transition Issues for the 1990s

Transition Issues for the 1990s Exceptional Children, Vol. 53, No.6, pp. 562-563. °1987 The Council for Exceptional Children. H. EARLE KNOWLTON GARY M. CLARK • As we conclude this special issue on transi­ do clients and professionals in other disability tion, it might be appropriate to reflect for a areas using severity levels for classification moment on some of the issues we continue to purposes relate to the concept of transition? face. Space requires an admittedly truncated Curricula and interventions for persons with treatment of those that emergeas particularly severe hearing impairments, severe learning salient. disabilities, arid severe mental retardation are markedly different. Is there occurring a subtle, de facto exclusion of clients and professionals Who Identifies with.the Transition Movement? who cannot extract relevance from the extant transition literature? An issue at large is the sense of identity with Literature addressing adult adjustment sug­ the transition concept. The major contributors gests that might very well be the case. It is to the literature have been those involved in apparent that individuals nominally classified research and demonstration projects address­ according to a variety of disability categories, ing the transition needs of youth with moderate as well' as within Ai wide range of severity and severe http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Exceptional Children SAGE

Transition Issues for the 1990s

Knowlton, H. Earle; Clark, Gary M.
Exceptional Children , Volume 53 (6): 2 – Apr 1, 1987
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References (17)

Publisher
SAGE
Copyright
© 1987 Council for Exceptional Children
ISSN
0014-4029
eISSN
2163-5560
DOI
10.1177/001440298705300611
Publisher site
See Article on Publisher Site

Abstract

Exceptional Children, Vol. 53, No.6, pp. 562-563. °1987 The Council for Exceptional Children. H. EARLE KNOWLTON GARY M. CLARK • As we conclude this special issue on transi­ do clients and professionals in other disability tion, it might be appropriate to reflect for a areas using severity levels for classification moment on some of the issues we continue to purposes relate to the concept of transition? face. Space requires an admittedly truncated Curricula and interventions for persons with treatment of those that emergeas particularly severe hearing impairments, severe learning salient. disabilities, arid severe mental retardation are markedly different. Is there occurring a subtle, de facto exclusion of clients and professionals Who Identifies with.the Transition Movement? who cannot extract relevance from the extant transition literature? An issue at large is the sense of identity with Literature addressing adult adjustment sug­ the transition concept. The major contributors gests that might very well be the case. It is to the literature have been those involved in apparent that individuals nominally classified research and demonstration projects address­ according to a variety of disability categories, ing the transition needs of youth with moderate as well' as within Ai wide range of severity and severe

Journal

Exceptional Children – SAGE

Published: Apr 1, 1987

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