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How Public Input Shapes the Clerc Center's Priorities:

Identifying Critical Needs in Transition from School
to Postsecondary Education and Employment

By Judith M. LeNard, M.Ed.

Posted August 2001

Content
About the Sharing Results Series
About the Author
Acknowledgments
Introduction
About this Paper
Part I: Collecting Public Input
Strategies for Collecting Public Input
  Frequently Asked Questions
Priority Feedback Project
Stimulus Paper and the National Dialogue
Part II: Public Input Process for the Transition Priority Area

The Stimulus Paper on Transition Programming
National Dialogue on Transition
Questionnaires on Transition

Part III: Results from the Public Input Process on Transition
Background
Analyzing the Results
An Ideal Solution
Critical Needs
  Work-based Learning
Goal Setting
Self-advocacy
Parents and Family
Literacy
Special Needs of Deaf and Hard of Hearing Youth
Staff With Specialized Training and Deaf Role Models
Transition Planning and the Individualized Education Program (IEP)
Summary of the Public Input Results
Part IV: Putting Public Input to Work
Request for Collaboration
Transition Collaborations
  Selecting Collaborators
Implementing the Collaborations
Summary

The Public Input Process
Meeting Critical Needs in the Transition from School to Work

References

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