Impact: Feature issue on school-to-work and students with disabilities (vol. 12, no. 1)

2004

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During the past decade, much has been accomplished in the area of transition planning for students with disabilities. One of the most important signs of progress is increasing acceptance of the philosophy that each individual learner must be an active participant and leader in planning his or her own future. The ultimate mission of the emerging school-to-work efforts across the country is to build on that philosophy and provide a system that will increase and support the success of all learners as they make the transition from school to adult life and work. As we move forward with school-to-work and other school reform efforts, it is essential to ensure that learners with developmental and other disabilities are included as active participants in school-to-work initiatives, activities, and opportunities. Throughout this issue of Impact are descriptions of places where this is occurring, strategies that are being or can be used, and the success stories of learners. It is hoped that these, as well as the accompanying "big picture" perspective on school-to-work and learners with disabilities, will encourage and support educators, policymakers, and others to continue ensuring that school-to-work opportunities are responsive to the needs and supportive of the potential of each and every learner.

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