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Combining how-to information with voices of working artists, Poor Dancer's Almanac is an essential resource tool and source of inspiration for all independent artists—choreographers, performance artists, dancers producers, managers. Created in 1975 and revised again in 1984 this handbook has come to serve as one of the most crucial references for the arts community. In the most up-to-date and comprehensive edition yet, a broad range of issues affecting performers and producers is addressed, interwoven with newly added, more personal contributions from major figures in the performance world.
Organized and compiled by Dance Theater Workshop in New York and authored by more than fifty leading professionals in the field, Poor Dancer's Almanac offers in-depth discussions of everything from personal livelihood to professional career development, from medical care, housing, and unemployment insurance to management, touring, and legal issues. Each chapter is followed by an appendix containing extensive and varied listings, giving names and addresses for finding internship programs, videotaping, flooring, grant-writing, and reference publications. Although centered on New York the Almanac includes lists of resources and contacts for many other states—California, Washington D.C, Illinois, Minnesota, North Carolina, Texas, Florida, and Ohio. An entirely new section has been added dealing with health issues and the crisis of AIDS.
In personal anecdotes and essays various performers offer their own insights and stories—both of struggles and of successes—to bring to life the practical realities of working in the arts. We hear from Merce Cunningham, Eric Bogosian, Karen Finley, Paul Zaloom, and Bill T. Jones, among others. Illustrated with original drawings by Janie Geiser, this thoroughly revised and updated edition of the Poor Dancer's Almanac will continue to serve as one of the leading sources for those concerned with managing life and work in the performing arts.

Many students struggle with the transition from high school to the next stage of their lives. For deaf and hard of hearing (DHH) students, that struggle can be intensified by barriers and discriminatory attitudes they face in their communities, schools, and workplaces. Though much progress has been made, they are often underemployed and underpaid, and they receive postsecondary training at lower rates than other disability groups. Author Pamela Luft explores the reasons for these statistics and offers strategies and resources that can improve outcomes.

       Promoting Positive Transition Outcomes is the most comprehensive discussion of transition planning and results for DHH students now available. Luft begins with an overview of the historical and current challenges to DHH students and their academic and vocational potential. She explores the importance of forming an identity and building foundational social and problem-solving skills. She then reviews the history of rehabilitation and workforce legislation, which now mandates that every student with an individualized education plan (IEP) have a transition plan in place by the age of 16. Most schools, however, are not equipped to meet the needs of a population as diverse as DHH students. She examines the services that are currently available in high schools and offers recommendations for strengthening transition team planning by reaching out to external experts. The volume concludes with suggestions for creating a framework to address the challenges of transition planning for deaf and hard of hearing students and offers guidance on building effective plans.