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| Each chapter begins with "Chapter Objectives" and "Key Topics to Look For in This Chapter..." and concludes with "Chapter Summary," "Application Activities For Practice and Enhanced Understanding," "For Your Portfolio," and "References.&rdquo | |
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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Prologue: Overview of Transition to Adult Life for Students with Disabilities | |
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| Transition to Adult Life for Students with Disabilities: Foundations, Definitions, and Legislation | |
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| What Is the Purpose of Public Education? | |
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| Definitions of Transition | |
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| Legislative Definitions | |
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| A Definition from the Field | |
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| A Broader Perspective on Transition | |
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| Other Aspects of Transition | |
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| Shift from Entitlement to Eligibility | |
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| Domains of Adult Living | |
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| Visions of Success | |
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| Sue Anne | |
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| Mike | |
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| Student Perspectives and Involvement in Transition | |
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| Concerns and Interests of Typical Adolescents | |
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| Research on Students' Involvement in Transition Planning | |
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| Self-Determination: Taking Charge of Your Own Life | |
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| Sue Anne and Mike | |
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| Involving Students in Transition Planning | |
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| Before Planning Meetings | |
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| After the Planning Meeting | |
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| Creative Approaches to Involving Students and Their Families | |
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| Person Centered Planning | |
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| Mike's Person Centered Plan | |
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| Families'Perspectives and Involvement in Transition | |
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| Times of Change in the Lives of Families | |
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| The Family as a System | |
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| Research on Families in Transition | |
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| Transition and the Families of Sue Anne and Mike | |
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| Cultural Differences and Families | |
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| Challenges to Family Involvement in Transition Planning | |
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| Schedule Changes | |
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| Changes in Focus of the Program | |
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| Who to Trust? | |
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| Where Is the Celebration? | |
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| What Is Best for Our Child, and For Us? | |
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| Creative Strategies for Better Involving Families in Transition Planning | |
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| Build Trust | |
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| Heighten Awareness | |
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| Ask Guiding Questions | |
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| Provide Information | |
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| Provide Support and Reassurance | |
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| Help Identify Family Resources | |
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| Connect to Sources of Support | |
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| The Transition Planning Process | |
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| Setting the Stage: James'Transition Plan | |
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| Research on Transition Planning for Students with Disabilities | |
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| The Importance of Effective Transition Planning | |
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| A Closer Focus on Transition | |
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| The Transition Planning Process | |
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| Transition Planning | |
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| Transition Preparation | |
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| The IEP Meeting for Transition Planning | |
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| IEP/Transition Planning Team | |
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| The Planning Meeting | |
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| Prepare for the Transition Planning Meeting | |
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| Make Introduction and Clarify the Purpose | |
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| Sequence the IEP and Transition Discussion | |
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| Clarify Participant Responsibilities in an Action Plan | |
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| Summarize the Meeting Results | |
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| The Transition IEP | |
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| Generic Transition Planning Practices | |
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| Clarification of a Vision of Success to Guide Transition Efforts | |
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| Close Collaboration and Support of Family and Significant Others | |
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| Dynamic Assessment Processes, Based on Relevant Questions | |
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| Reference of Curricula to Local Community Environments | |
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| Individual Sequences of Assistance to Enhance Optimal Learning | |
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| Connections to Sources of Community Support | |
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| Interaction Across Agencies | |
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| Setting the Stage | |
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| A Return to James'Transition Plan | |
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| Research of Collaboration and Interaction Across Agencies | |
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| Community Linkages | |
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| Adult Service Options | |
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| Federally Funded Programs and Services | |
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| Vocational Rehabilitation (VR) | |
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| Social Security | |
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| State-funded Programs and Services | |
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| Development Disabilities/Mental Retardation and Mental Health Offices | |
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| Local Service Providers | |
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| Role and Responsibilities of Adult Service Agencies | |