Transition planning for secondary students with disabilities / Robert W. Flexer [and others].
- Published:
- Boston : Pearson, [2013]
- Copyright Date:
- ©2013
- Edition:
- 4th ed.
- Physical Description:
- xvi, 383 pages : illustrations ; 26 cm
- Additional Creators:
- Flexer, Robert W.
- Contents:
- Machine generated contents note: SECTION 1 IMPLEMENTING TRANSITION SYSTEMS -- ch. 1 A Framework For Positive Outcomes -- The Ecology of Adolescence -- Changes in the Ecology of Adolescence -- An Ecological Model of Adolescence Today -- An Ecological View of Disabilities -- The Development of a Support Model -- The Emergence of Transition Policy -- The Transition Mandate in the IDEA -- Self-Determination -- Choice Making -- Goal Setting and Attainment -- The Importance of Self-Determination -- The Application of Self-Determination and Ecological Principles -- Person-Centered Planning -- Time Lines for Transition Planning -- Conclusion -- Study Questions -- Websites -- ch. 2 Transition Legislation And Models -- Policy, Practice, and Social Foundations through the 1960s -- Early Rehabilitation Influences -- Development of Advocacy Organizations -- Legislation of the 1960s -- Early Transition Models -- Work-Study Programs -- Summary of Policy, Practice, and Social Foundations through the 1960s -- Policy, Practices, and Legislation of the 1970s -- PARC v. Commonwealth of Pennsylvania, 1972 -- Independent Living Movement -- People First -- School-Based Legislation of the 1970s -- Rehabilitation Act of 1973 -- Developmental Disability and Mental Health Legislation -- Career Education Models -- Summary of Policy, Practices, and Legislation of the 1970s -- Policy, Practices, and Legislation of the 1980s -- Special Education Legislation -- Vocational Education Legislation -- Employment and Training Programs -- Rehabilitation and Developmental Disability Legislation -- Social Security Act -- Technology-Related Assistance for Individuals with Disabilities Act -- Will's Bridges Model -- Halpern's Community Adjustment Model -- Work Preparation Models -- Summary of Policy, Practices, and Legislation of the 1980s -- Transition Policy, Practices, and Legislation of the 1990s -- Americans with Disabilities Act -- Rehabilitation Act Amendments of 1992 -- Workforce Investment Act and Rehabilitation Act Amendments of 1998 -- School-to-Work Opportunities Act of 1994 -- Carl D. Perkins Act Amendments of 1990 and 1998 -- Individuals with Disabilities Education Act of 1990 and the Essential Elements of Transition -- Individuals with Disabilities Education Act of 1997 -- Kohler's Transition Education Model -- Career Pathways Models -- Summary of Transition Policy, Practices, and Legislation of the 1990s -- Current Policy and Practice -- Individuals with Disabilities Education Act of 2004 -- Linking Policy and Practice -- Conclusion -- Study Questions -- Websites -- ch. 3 Multicultural And Collaborative Competencies For Working With Families -- Cultural Acceptance in Special Education -- Historical Trends -- Referral Processes for Special Education -- Issues of Culture and Country -- The Role of Culture in Society -- The Problem of Cultural Awareness -- Assimilation and Acculturation of Values -- Contrasting Cultural Values -- Cultural Perspectives and Transition Mandates -- Culturally Embedded Values -- Culturally Responsive Transition Planning -- Culturally Responsive Practice -- Developing Culturally Responsive Skills -- Schoolwide Professional and In-Service Training -- Parent and Family Training -- Parental Involvement in Planning Processes -- Supporting Participation in Transition -- Supporting Student Participation -- Supporting Participatory Transition Planning -- Strategies to Support Cultural and Diverse Competencies -- Conclusion -- Study Questions -- Websites -- ch. 4 Career Development Theories For Transition Planning -- In the Beginning: Setting the Stage for Theory Choice -- Career Experiences for Individuals with Disabilities -- Examining Types of Career Theory -- Examining for Fit: A Selection of Career Development Theories -- Individual-Focused Theories -- Interaction-Focused Theory -- Integrating Theory with Practice: Using Career Development Stages Across Career Theories -- Proposed Frameworks and Models -- Four Stages of Career Development -- Conclusion -- Study Questions -- Websites -- SECTION 2 CREATING A TRANSITION PERSPECTIVE OF EDUCATION -- ch. 5 Transition Assessment -- IDEA Requirements -- IDEA 1990 and 1997 -- IDEA 2004 -- Appropriate Transition Assessment -- Characteristics of Transition Assessment -- Defining Transition Domains -- Current and Future Educational Environments -- Current and Future Career and Vocational Environments -- Current and Future Living Environments -- Importance of Personal-Social Skills and Relationships -- Summary -- Formal Transition Assessments -- Current and Future Educational Environments -- Current and Future Working Environments -- Current and Future Living Environments -- Formal Tests of Personal-Social Skills -- Comprehensive Transition Skills Assessments -- Functional and Informal Transition Assessments -- Rating Scales -- Surveys and Interviews -- Ecological Assessments -- Situational Assessments -- Curriculum-Based Assessment -- Task Analysis -- Portfolio Assessment -- Behavioral Assessment -- Conclusion -- Study Questions -- Websites -- ch. 6 Developing Postsecondary Goals -- The IDEA of 2004 and Postsecondary Goals -- Using Transition Assessment to Develop a Vision -- Developing a Meaningful Vision of the Future -- Foundations of Personal Vision -- Principles of Creating a Personal Vision -- Developing Goals -- Choosing Postsecondary Employment Goals -- Choosing Postsecondary Education and Training Goals -- Choosing Independent Living Goals -- Writing Measurable Postsecondary Goals -- Backward Planning -- Student Planning Supports -- Person-Centered Approaches -- Career-Oriented Approaches -- Self-Determination Approaches -- Family Planning Supports -- Self-Determination Supports -- Student-Directed Planning Approaches -- Conclusion -- Study Questions -- Websites -- ch. 7 Developing Courses Of Study -- Standards-Based Education -- The IDEA Requirements and Standards-Based Curriculum -- Standards-Based Reform and the No Child Left Behind Act -- Choosing Educational Delivery Models -- Academic Models -- Career and Technical Education Models -- Life-Skills Curricula -- The Components of Standards-Based Education -- Content Standards -- Benchmarks -- Performance Standards -- Flexible Content Standards and Transition -- Classroom Strategies to Improve Access -- Flexibility in Presentation and Graphic Organizers -- Flexibility in Student Response and Cooperative Learning -- Flexibility in Engagement of Students -- Individual Strategies to Improve Access -- Adaptation of the Curriculum -- Augmentation of the Curriculum -- Alteration of the Curriculum -- Fine-Tuning Students' Courses of Study -- Combining Courses from Multiple Educational Delivery Systems -- Backward Planning and Coursework -- Backward Planning to Align Course Content Standards and Postsecondary Goals -- Conclusion -- Study Questions -- Websites -- ch. 8 Collaborative Transition Services -- Overview of Transition Services -- Instruction -- Academic and Career Skill Development -- Classroom-Based Career Development -- Community Experiences -- Development of Employment and Adult Living Objectives -- Monitoring Career Information on Students -- Monitoring Community and Job Placement Information -- Related Services and Assistive Technology -- Access and Accommodation and Assistive Technology -- Transition Teams -- Key Transition Professionals -- Forming the Transition Planning Team -- Team Process -- Conclusion -- Study Questions -- Websites -- ch. 9 Developing And Teaching The Transition IEP -- Legal Framework for the Transition IEP -- Indicators 13 and 14 -- Postsecondary and Annual IEP Goals -- Measurable IEP Goals and Objectives -- The Transition IEP: A Case Study -- Vision Statement -- Present Level of Performance -- Age-Appropriate Transition Assessment -- Measurable Postschool Goals -- Course(s) of Study -- Transition Services and Activities -- Measurable Annual Goals and Objectives -- Concluding the Transition IEP -- Implementing the Transition IEP -- Instructional Planning for Transition Teaching -- Opportunities across Instructional Environments -- Opportunities across Instructional Groupings -- Opportunities across Instructional Materials -- Instructional Methods for Transition Teaching -- Teacher-Directed Instruction -- Teacher-Guided or Nondirect Instruction -- Student-Guided or Project-Based Learning -- Student-Directed Learning -- Conclusion -- Study Questions -- Websites -- SECTION 3 PROMOTING MOVEMENT TO POSTSCHOOL ENVIRONMENTS -- ch. 10 Coordinating Transition Services -- Four Models of Service Coordination -- Developing a Working Alliance -- Evidence-Based Transition Coordination -- Kohler's Taxonomy: A Theoretical Framework for Transition Programming -- DACUM Job Audits: A Practical Framework for Transition Coordination -- Research: An Evidence-Based Framework for Transition Coordination -- Student-Focused Planning -- IEP Development -- Student Participation -- Planning Strategy -- Student Development -- Life-Skills Instruction -- Career and Vocational Curricula -- Work Experiences -- Assessment -- Support Services -- Family Involvement -- Family Training -- Family Involvement -- Interagency Collaboration -- Developing Collaborative Frameworks -- Collaborative Service Delivery -- Program Structures and Attributes -- Program Philosophy -- Program Evaluation -- Conclusion -- Study Questions -- Websites -- ch. 11 Transition To Postsecondary Education -- Student Voices -- Characteristics of Postsecondary Education -- Postsecondary Options and Career Opportunities -- Postsecondary Participation and Outcomes of Students with Disabilities -- Student Voices -- Developing a Vision for Postsecondary Education -- Appropriate Transition Assessment -- Student Voices -- Developing Postsecondary Goals -- Preparation and Planning for Postsecondary Education -- Self-Awareness and Advocacy -- Student Voices -- Student Voices -- Student Voices -- Postsecondary Options -- Student Voices -- and Contents note continued: Student Voices -- Participation in Goal Setting and IEPs -- Student Voices -- Student Voices -- Enhancing Supports and Services for Diverse Students -- Specialized Programs in Postsecondary Education -- Student Voices -- First-Generation and Rural College Students -- Student Voices -- Conclusion -- Student Voices -- Study Questions -- Websites -- ch. 12 Transition To Employment -- Employment Outcomes and Options -- Employment Outcomes -- Employment Options -- Summary -- Preparation and Planning for Employment -- Developing a Vision for Employment -- School-to-Work Programs -- Resources for Customizing Employment -- Types of Employment Supports -- Placement-Focused Business-Mediated Supports -- Placement-Focused Consumer-/Family-Mediated Supports -- Government-Mediated Supports -- Agency-Mediated Supports -- Technological Supports -- A Career Development Approach to Employment -- Job Development, Placement, and Training -- Person-Centered Job Selection -- Job Design -- Natural Supports -- Conclusion -- Study Questions -- Websites -- ch. 13 Independent Living And Community Participation -- A History of Community Residential Programs -- Deinstitutionalization and Active Treatment -- Normalization and Integration -- Person-Centered Planning -- The Independent Living Movement -- Supported Living -- Medicaid Waiver Programs -- The Residential Service System Today -- Residential Transition Planning -- Developing a Vision -- Addressing Residential Needs Related to the Vision -- Identifying Resources and Developing Supports -- Implementing the Residential Transition Plan -- Planning for Community Participation and Leisure -- Developing a Vision of Community and Leisure Options -- Addressing Needs Related to Interpersonal Relationships -- Addressing Needs Related to Specific Community Activities -- Addressing Needs Related to the Location of Activities (Where) -- Addressing Needs Related to Paying for Activities -- Conclusion -- Study Questions -- Websites.
- Subject(s):
- Youth with disabilities—Education (Secondary)—United States
- Youth with disabilities—Vocational education—United States
- Students with disabilities—Services for—United States
- School-to-work transition—United States
- School-to-work transition
- Students with disabilities—Services for
- Youth with disabilities—Education (Secondary)
- Youth with disabilities—Vocational education
- United States
- ISBN:
- 9780132658119
0132658119 - Bibliography Note:
- Includes bibliographical references and indexes.
- Source of Acquisition:
- Purchased with funds from the Donald, Arlene, Matthew, and Christopher, and Mary Mai Berchtold Libraries Endowment for Students with and Studies of Learning Disabilities; 2014
- Endowment Note:
- Donald, Arlene, Matthew, and Christopher, and Mary Mai Berchtold Libraries Endowment for Students with and Studies of Learning Disabilities
View MARC record | catkey: 14804335