(by Bullock, C. C., Therapeutic Recreation in Special Education. The Parent Training Guide to Recreation. Chapel Hill, North Carolina: University of North Carolina, Center for Recreation and Disabilities Studies.)

There are three major thrusts in special education today: childhood (0-3 years) identification and education, education in the least restrictive environment, and transition from secondary school to work and adult life.

The major issue by far, and the one that relates most directly with the therapeutic recreation, has been transition. The successful transition of youth with disabilities from school to adult, community-based employment and living environments has become a critical concern for parents, professionals, and poricymakers. Many reasons exist for placing increased emphasis on transition services. Presently, youth with disabilities face an uncertain future when they leave public school programs. Follow-up studies of youth with disabilities who have left school report that high unemployment exists for the total population, even for those persons who have participated in special education programs tailored to their individual needs (Hasazi, Gordon, and Roe, 1985).

The emphasis on transition by the Office of Special Education and Rehabilitation Services, U.S. Department of Education (Will, 1984) has defined the critical components of transition planning which help bridge the gap between school and employment. These critical components include:

1. effective high school programs that prepare students to work and live in the community;

2. a broad range of adult service programs that can meet the various support needs of individuals with disabilities in employment and community settings; and

3. comprehensive and cooperative transition planning between educational and adult service agencies for the purpose of developing needed services for graduates and dropouts.

Transition from secondary school to adult life should be perceived as a 'right of passage" for all youth with disabilities leaving public school programs. If we believe it is a right, we must continue to advocate a major change in the focus of educational practices for youth with disabilities. The goal of special education programs should be to prepare individuals with disabilities to live and work in their communities (Halloran & Ward, 1987).
 
 

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