The purpose of this project was to further develop, implement, evaluate and disseminate a model to serve youth with disabilities who have dropped out of school or who are at risk of dropping out of school. The project focused on serving minority youth from an urban area with a high dropout rate. The model includes the following key elements:

• a collaborative school improvement process rooted in principles of self-determination that involves students, parents, educators and community agency staff;
• curriculum and instructional strategies that promote self-determination;
• an emphasis on employment and the development of occupational skills;
• a functional life skills focus based on the Life Centered Career Education (LCCE) curriculum (Brolin, 1991);
• an emphasis on functional literacy skills;
• strong community linkages and involvement, including the use of community-based instruction.

The concept of self-determination is evident throughout each aspect of the model. It provided the foundation for both the program planning and the curriculum content.

Educational programs were individualized for students using an individualized transition planning process. Parents were integrally involved in the program, both in overall program planning and in the development and support of individualized education plans for their sons and daughters.

For more information about this project, please send e-mail to sdtalk@wayne.edu or write to Dr. Sharon Field, Wayne State University, 469 College of Education, Detroit, MI 48202.