WHAT HAPPENS TO STUDENTS LEAVING SECONDARY SPECIAL-EDUCATION SERVICESIN ARIZONA - IMPLICATIONS FOR EDUCATIONAL-PROGRAM IMPROVEMENT AND TRANSITION SERVICES

THE ARIZONA FOLLOW-ALONG PROJECT ASSESSED THE IMPACT OF SPECIAL EDUCAT ION ON THE EDUCATION AND POSTSCHOOL OUTCOMES OF STUDENTS WITH DISABILI TIES WHO HAD EXITED FROM SPECIAL EDUCATION SERVICES. USING THE OREGON FOLLOW-ALONG METHOD WITH A COMPUTER-ASSISTED TELEPHONE INTERVIEW AND D ATA ANALYSIS TECHNIQUE RESULTED IN A SYSTEM-WIDE APPROACH TO INTERVIEW ING STUDENTS, PARENTS, AND TEACHERS OF INDIVIDUALS WHO HAD LEFT SPECIA L EDUCATION. THE RESULTS OF THE STUDENTS' FIRST YEAR OUT OF HIGH SCHOO L ARE REPORTED IN THIS ARTICLE, AND IMPLICATIONS FOR EDUCATIONAL PROGR AMMING AND TRANSITION SERVICES ARE DISCUSSED. STATEWIDE SYSTEM CHANGES IN POLICIES AND PROCEDURES ARE RECOMMENDED IN LIGHT OF THE TRANSITION SERVICES MANDATES SPECIFIED IN THE INDIVIDUALS WITH DISABILITIES EDUC ATION ACT OF 1990.