Transition from school to work of students with developmental disabilities and mental retardation: an Israeli perspective.

The present research was conducted in four special education schools for students with developmental disabilities and mental retardation in the Haifa area. The total number of subjects was 72. There were 45 (63%) males and 27 (37%) females. The mean age was 18.1 years (range: 16-19.5). The mean IQ (WISC) was 66.3 points (range: 40-85). The vocational placement at the end of 6 months after leaving school was recorded for each school graduate. A total of 53 teachers--school principles, counsellors, specialized teachers and speech and occupational therapists--filled out specially designed questionnaires covering three areas: (1) students' work programme experience; (2) teachers' ratings of final year students on: academic studies, social behaviour, independence and vocational skills as well as teachers' recommendations, given towards the end of the final year at the school, for the immediate plan of action for each of the graduating students; (3) teachers' ratings of parental involvement with the educational programme of each student. Background variables included IQ, age and gender. The major finding was that 6 months after graduation, one-third of special school graduates were not working, were not enrolled in any formal programme and were idle at home. The variables that were found to correlate with successful placement were students' prior work experience, teachers' ratings of students achievements and their recommendations for each student, and parental involvement.