IMPLEMENTING A FOUR‐YEAR CAREER TRAINING CURRICULUM FOR YOUNGSTERS WITH LEARNING DISABILITIES: A MODEL PROGRAM

Abstract

Some significant issues in employing transitioning students who have learning disabilities are discussed. The critical factors — interpersonal skill development, vocational assessment, occupational awareness, work experience, job‐related academic skills, and post‐school placement — are reviewed. One New York City special education secondary school's strategies for successfully transitioning students who have learning disabilities are analyzed. Specific programmatic structures are identified and suggested.