training programs, and jobs where their former classmates are now engaged. Full inclusion for these students means interacting most of the day with adults who do not have disabilities, and having experiences and learning skills in environments where most other people do not have disabilities. Research demonstrates that many transition skills are effectively acquired only in the community with nondisabled peers. One example is employment skills, long considered a critical focus of effective transition services. Some students are provided opportunities to learn job skills in a setting within the public schools for example, the school – recycling center or principal’s office. This kind of work experience can constitute good first steps in the career development education continuum and can build job skills such as punctuality, self-regulation, and organization. However, by themselves these kinds of experiences may not be sufficient to teach many work skills that a student will need after exiting special education. Research demonstrates that adult employment outcomes for all students including students with disabilities are significantly improved when – – students have the opportunity to learn work skills through multiple and diverse employment opportunities that are paid and that take place in authentic community worksites (as compared to employment specially created for persons with disabilities). Finally, in order for students with disabilities to eventually live, work, and learn in the community, they must be able to travel as independently as possible. Transition services can include travel training, which is individualized instruction designed to teach students how to independently use public or paratransit transportation to travel safely and effectively between home, school, work and community. All adults need to be able to successfully travel from home to work to recreation, and back again. Conclusion ESE has placed the highest importance on preparing students to succeed as adults. Coordinated, individualized, and results oriented transition services are critical to making this goal a reality for students with disabilities.
training programs, and jobs where their former classmates are now engaged. Full inclusion for these students means interacting most of the day with adults who do not have disabilities, and having experiences and learning skills in environments where most other people do not have disabilities. Research demonstrates that many transition skills are effectively acquired only in the community with nondisabled peers. One example is employment skills, long considered a critical focus of effective transition services. Some students are provided opportunities to learn job skills in a setting within the public schools – for example, the school recycling center or principal’s office. This kind of work experience can constitute good first steps in the career development education continuum and can build job skills such as punctuality, self-regulation, and organization. However, by themselves these kinds of experiences may not be sufficient to teach many work skills that a student will need after exiting special education. Research demonstrates that adult employment outcomes for all students – including students with disabilities – are significantly improved when students have the opportunity to learn work skills through multiple and diverse employment opportunities that are paid and that take place in authentic community worksites (as compared to employment specially created for persons with disabilities). Finally, in order for students with disabilities to eventually live, work, and learn in the community, they must be able to travel as independently as possible. Transition services can include travel training, which is individualized instruction designed to teach students how to independently use public or paratransit transportation to travel safely and effectively between home, school, work and community. All adults need to be able to successfully travel from home to work to recreation, and back again. Conclusion ESE has placed the highest importance on preparing students to succeed as adults. Coordinated, individualized, and results oriented transition services are critical to making this goal a reality for students with disabilities.