Transition to adult life and adult service settings is challenging for any student with severe intellectual and multiple disabilities, but more so if she or he lives in a rural area. This article discusses the barriers to effective transition in rural communities using Oklahoma as an example and describes a community survey procedure used to identify opportunities for youth in rural communities in this state.
Get full access to this article
View all access options for this article.
References
1.
Bull,K., & Rupard,J.(1995). Resourcing visually impaired children and youth in rural settings.Las Vegas, NV: American Council on Rural Special Education. (ERIC Document Reproduction Service No. ED381306)
2.
Clark,G., & McDonnell,J.(1994). The role of local transition councils in rural communities.Rural Special Education Quarterly, 13(1), 3–8.
3.
Coombe,E. (1993). Planning transition to employment in rural areas for students with disabilities: Start with a good local fit.Rural Special Education Quarterly, 12(3), 3–7.
4.
Dever,R. (1987). A survey of parental perceptions of work training for their severely handicapped children (working Paper #87–6). Indiana. (ERIC Document Reproduction Service No. ED308671).
5.
Fisher,V. (1995). Bigger isn't always better: Meeting the challenges of transition in rural areas.Las Vegas, NV: American Council on Rural Special Education. (ERIC Document Reproduction Service No. ED381300).
6.
Green,G. & Kochhar-Bryant,C. (2003). Pathways to successful transition for youth with Disabilities. Columbus, OH.: Merrill Prentice-Hall.
7.
Greenwood,R. (1992). Transition to work setting in rural areas.Human Services in the Rural Environment.15(3), 21–25.
8.
Hargrove,D. (1989). Human services in the rural transition: A training packet. Nebraska. (ERIC Document Reproduction Service No. ED330911).
9.
Kraemer,B. & Blacher,J. (2001). Transition for young adults with severe mental retardation: School preparation, parent expectations, and family involvement.Mental Retardation, 39(6), 423–435.
10.
Link,D. (1988). Meeting transition needs of the mildly handicapped in rural areas: Personnel and program development. Utah: American Council on Rural Special Education. (ERIC Document Reproduction Service No. ED299740).
11.
Montgomery,D. (1995). Creativity in rural special education settings: An example with transition. Las Vegas, NV: American Council on Rural Special Education (ERIC Document Reproduction Service No. ED281298).
12.
Nelson,R. & Laughlin (1997). The challenge of school to work transition in rural areas.Rural Education and Small Schools, (RC 021014).
13.
Porterfield,J. (1984). Alaska consortium for transition services (ACTS).Rural transition planning for secondary students with severe disabilities: The Alaska experience. 1989 ACRES/NRSSC Symposium. (ERIC Document Reproduction Service No. ED315203).
14.
Sarkees,M. (1990). Meeting the needs of at-risk learners in rural areas: Challenges for the 1990sTASAP Bulletin, 2(1), 1–4.
15.
Theobald,P. (1996). The new vocationalism in rural locales.Montreal, Quebec, Canada: American Educational Studies Association. (ERIC Document Reproduction Service No. ED406073).
16.
Tompkins,F. (1996). Lessons learned from teachers' action research. Implications for K-12 settings and preservice/inservice teacher preparation.Orlando, FL: Annual Meeting of the International Council of Exceptional Children. (ERIC Document Reproduction Service No. ED397614).
17.
Wienke,W. (1994). The transition process in rural areas: Reviewing some of the differences.Rural Special Education Quarterly, 13(1), 29–36.
