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| About the Online Companion Materials | |
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| About the Author | |
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| About the Contributors | |
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| Preface | |
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| Acknowledgments | |
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| Introduction | |
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| Transition: New Horizons and Challenges | |
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| Meet the Faces of Transition in America | |
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| Defining Transition | |
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| 2010 Survey of Americans with Disabilities: Much Work Remains to Help Persons with Disabilities Gain Employment | |
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| National Longitudinal Transition Study-2: What Happens to Youth When They Leave School? | |
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| Gallup Poll Employer Results: The News Is Not All Bad | |
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| Is Business the Answer to Improving Transition Outcomes? | |
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| Making the Journey to Adulthood: The Importance of Setting Goals | |
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| Evidence-Based Transition Research: The Foundation for Recommended Practices | |
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| Related Disability Legislation | |
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| Challenges that Affect Youth with Disabilities | |
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| Transition Themes for Success: Why Do Some Students Succeed and Others Do Not? | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Self-Determination: Getting Students Involved in Leadership | |
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| What Is Self-Determination? | |
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| Self-Determination, Disability, and Empowerment | |
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| Assessments, Methods, and Strategies to Promote Self-Determination | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Families and Young People with Disabilities: Listening to Their Voices | |
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| Parent and Student Involvement as Key Components of Successful Transition | |
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| Barriers to and Strategies for Involvement | |
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| Supporting Improved Outcomes | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Transition Planning and Support | |
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| Individualized Transition Planning: Building the Roadmap to Adulthood | |
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| Goals of Individualized Transition Planning | |
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| Person-Centered Planning: Values and Transition | |
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| Tools and Strategies Associated with Person-Centered Transition Approaches | |
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| Student-Directed Transition Individualized Education Programs | |
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| Evidence-Based Practices in Transition Planning | |
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| What Are the Best Steps to Implement Person-Centered Individualized Transition Planning? | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Multicultural Transition Planning: Including All Youth with Disabilities | |
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| Defining Diversity | |
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| Thinking Ecologically: Understanding Culture as Interaction and Process | |
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| Strategies for Transition Planning and Education in a Diverse Society | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Transition Planning and Community Resources: Bringing It All Together | |
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| Community Organizations: Service Structures and Outcomes | |
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| Social Security Work Incentives: Removing Barriers to Work | |
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| Impact of Employment on Supplemental Security Income Benefits | |
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| Transition and Community Training, Employment, and Support Programs | |
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| Strong Alliances Between Schools and Businesses | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Transition Service Delivery in the Schools | |
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| Full Inclusion into Schools: Strategies for Collaborative Instruction | |
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| National Commitment to Inclusion | |
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| A Historical Perspective on Inclusion | |
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| Philosophical Approaches to Inclusion | |
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| Special Education Service Delivery | |
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| Preparing for Successful Inclusion | |
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| Transition and Inclusion | |
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| Inclusive Community Programming | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| High-Stakes Accountability and Students with Disabilities: The Past and What's to Come | |
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| What Are the New Reform Policies? | |
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| The Next Phase of the Standards Movement | |
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| The Challenge and Opportunity for Students with Disabilities | |
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| Educational Attainment and Economic Implications | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Secondary Curriculum and Transition | |
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| Issues Facing Secondary Curriculum Types of Curriculum | |
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| Guidelines for Teachers in Curriculum Design | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Assessment and Teaching for Transition | |
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| Teaching Academic Content to Secondary Students with Disabilities | |
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| The General Education Curriculum | |
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| Alteration of or Adaptation to the General Curriculum | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Teaching Social Skills and Promoting Supportive Relationships | |
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| Importance of Social Skills and Relationships in the Lives of Youth | |
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| Challenges Encountered by Youth with Disabilities | |
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| Promising and Evidence-Based Intervention Approaches | |
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| Developing a Peer Support Program | |
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| Promoting Social Skills and Relationships Across Settings | |
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| Designing Quality Instruction and Effective Supports | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Work and Life in the Community | |
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| Using Technology from School to Adulthood: Unleashing the Power | |
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| Impact of Assistive Technology on Quality of Life | |
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| Employment and Assistive Technology | |
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| Acquiring and Using Assistive Technology | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Securing Meaningful Work in the Community: Vocational Internships, Placements, and Careers | |
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| What Is Possible: Setting Options for Work | |
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| Barriers to Employment Competence | |
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| Establishing a National Employment Agenda | |
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| Vocational Options: What Are the Choices? | |
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| Competitive Employment and Business Models | |
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| Workplace Supports | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Developing Jobs for Young People with Disabilities | |
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| School's Role in Improving Outcomes | |
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| Guiding Points | |
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| Job Development Defined | |
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| Supported Employment | |
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| Review of Literature | |
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| Getting Prepared | |
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| Creating a Job | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Pursuing Postsecondary Education Opportunities for Individuals with Disabilities | |
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| New Postsecondary Education Opportunities for Students with Intellectual Disabilities | |
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| Dual-Enrollment Opportunities for Students with Disabilities | |
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| Postsecondary Transition Considerations | |
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| Developing Essential Skills Needed for College | |
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| Applying Strategies to Remain in College | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Designing and Implementing Plans for Transition | |
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| Applications for Youth with Intellectual Disabilities | |
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| Who Are Individuals with Intellectual Disabilities? | |
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| Employment and School Participation for Youth with Intellectual Disabilities | |
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| Challenges of Working with Youth with Intellectual Disabilities | |
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| Assessment of Youth with Intellectual Disabilities | |
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| Curriculum Strategies for Youth with Intellectual Disabilities | |
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| Evaluating Transition Outcomes for Youth with Intellectual Disabilities | |
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| Helping Individuals with Intellectual Disabilities Enter Inclusive Employment | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Applications for Youth with Learning Disabilities | |
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| Defining Learning Disabilities | |
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| Unique Challenges Presented by Youth with Learning Disabilities | |
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| Assessment for Transition | |
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| Setting Transition Goals | |
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| Universal Design for Learning | |
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| Instructing Students in a Multicultural Classroom | |
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| Assistive Technology | |
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| Preparing for Transition | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Applications for Youth with Emotional and Behavior Disorders | |
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| Who Are Youth with Emotional Disturbance? | |
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| Unique Challenges and Issues for Youth with Emotional and Behavior Disorders | |
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| Discipline and Functional Assessment | |
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| The Need for Highly Qualified Teachers | |
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| Transition Assessment | |
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| Teaching for Transition | |
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| Supported Employment Outcomes for Individuals with Emotional and Behavior Disorders | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Applications for Youth with Autism Spectrum Disorders | |
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| Characteristics of Youth with Autism Spectrum Disorders | |
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| Diagnostic and Behavioral Characteristics of Individuals with Autism Spectrum Disorder | |
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| Autism as a Multidimensional Disorder | |
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| Unique Challenges of Transition-Aged Youth with Autism Spectrum Disorder | |
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| Outcomes for Individuals with Autism Spectrum Disorder | |
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| Characteristics of Excellent Transition Programs for Students with Autism Spectrum Disorder | |
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| Transition Team Building for Youth with Autism Spectrum Disorder | |
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| Identifying the Vision for Students with Significant Communication Deficits | |
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| Curriculum, Literacy, and the Individualized Education Program | |
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| Curriculum and Students with Autism Spectrum Disorder Who Work Toward Standard or Advanced Studies Diploma | |
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| Scientifically Based Practices for Educating and Supporting Youth and Young Adults with Autism Spectrum Disorder | |
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| Behavior Challenges, Functional Behavior Assessment, and Behavior Intervention Plans | |
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| Transition Services for Individuals with Autism Spectrum Disorder | |
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| Job Supports for Individuals with Autism Spectrum Disorder | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| Applications for Youth with Traumatic Brain Injury and Other Health Impairments | |
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| Who Are Individuals with Traumatic Brain Injury, Orthopedic Impairments, and Other Health Impairments? | |
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| Assessment for Transition: Unique Challenges | |
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| Assessment for Transition Needs | |
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| Teaching Strategies and Supports for Transition to Work | |
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| Designing and Implementing Individualized Transition Plans | |
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| Transition from School to Work | |
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| The Power of Technology | |
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| Evaluation of Transition Outcomes | |
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| Conclusion | |
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| Study Questions | |
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| Online Resources | |
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| References | |
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| Glossary | |
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| Index | |