About the Authors

Preface

For the Reader

Acknowledgments

I. Defining and Planning Transition

 

1 Transition in the New Millennium

Life's Goals: Helping Kids Know What They Want and How to Get There

Defining Transition

Related Disability Legislation

Opportunities that Empower Youth with Disabilities

Challenges that Affect Youth with Disabilities

Transition to Adulthood for Youth with Disabilities

Themes for Success

Conclusion

Study Questions

 

2 Self-Determination and Transition ~ Michael L.Wehmeyer

Self-Determination and Student Involvement

Methods, Materials, and Strategies to Promote Self-Determination and Student Involvement

Conclusion

Study Questions

 

3 The Family's Role in Transition

Research Related to Parent Involvement and Transition

Helping Parents Become Involved in Transition Planning

Families' Aspirations for Their Children

Parental Concerns

Conclusion

Study Questions

 

4 Community Transition Planning ~ Paul Wehman

Critical Elements in Community-Based Transition

Interagency Planning in Community Transition

Local Interagency Agreements: The Implementation Level

Conclusion

Study Questions

Appendix: Supplemental Security Income: Your Rights to Appeal to the Social Security Administration

 

5 Beyond Programs and Placements: Using Person-Centered Practices to Individualize the Transition Process and Outcomes ~ Paul Wehman, Jane M. Everson, and Dennis H. Reid

Goals of Individualized Transition Planning

Person-Centered Planning Values and Transition

Tools and Strategies Associated with Person-Centered Transition Approaches

Basic Steps to Accomplishing Person-Centered Transition Planning

Strategies for Transition Planning

Conclusion

Study Questions

 

II. Facilitating and Supporting Transition

 

6 Secondary School Restructuring ~ Mary A. Falvey, Lori Eshilian, and Richard L. Rosenberg

Characteristics of One Inclusive School 

Conclusion

Study Questions
 

7 Teaching for Transition ~ Susan Johnson and Paul Wehman

Curriculum Design for Transition: What Should Teachers Teach?

What Resources Should Teachers Use for Curriculum Development?

How are Units and Lesson Plans Designed?

Where Should Teachers Provide Instruction?

What Are Good Instructional Methods for Students Who Perform at a Lower-than-Average Level?

How Do Teachers Implement Community-Based Training?

Conclusion

Study Questions
 

8 Finding Jobs for Young People with Disabilities ~ Cary Griffin and Pam Sherron Targett

Value of Services

Employer Queries

Job Seeker Expectations

Identifying Business Contacts

Making Contact

Employer Presentation

Job Analysis

Job Carving

Conclusion

Study Questions

Appendix: The American with Disabilities Act
 

9 Vocational Placements and Careers ~ Paul Wehman, Valerie Brooke, and Katherine J. Inge

Business and Industry: Understanding the Role of the Economy

Barriers to Employment Competence

Vocational Placement Options: What Are the Choices?

Supported Employment: Growth and Impact

Consumer-Driven Approach to Supported Employment

Does Supported Employment Work?

Natural Supports in the Workplace

Conversion from Day Programs to Community-Based Employment

Conclusion

Study Questions
 

10 Pursuing Postsecondary Education Opportunities for Individuals with Disabilities ~ Elizabeth Evans Getzel, Robert A. Stodden, and Lori W. Briel

Impact of Postsecondary Education on Employment

Preparing Students with Disabilities for Postsecondary Education

Adjusting to Postsecondary Education Programs

Conclusion

Study Questions
 

11 Independent Living ~ Michael D. West

Changing Paradigms of Independent Living

Identifying and Filling Community Support Needs

Types of Support Needs

Conclusion

Study Questions

 

III. Designing and Implementing Individual Transition Plans

 

12 Applications for Youth with Mild Cognitive Disabilities

Who Are Individuals with Mild Cognitive Disabilities?

Challenges of Working with Youth with Mild Cognitive Disabilities

Choice and Empowerment

Supports and the American Association on Mental Retardation

Assessment of Youth with Mild Cognitive Disabilities

Curriculum Strategies for Youth with Mild Cognitive Disabilities

Need for Greater Emphasis on Vocational Curriculum

Setting Transition Goals

Implementing Individualized Transition Plans for Youth with Mild Cognitive Disabilities

Evaluation of Transition Outcomes for Youth with Mild Cognitive Disabilities

Conclusion

Study Questions

Appendix: Major Life Demands
 

13 Applications for Youth with Significant Cognitive Disabilities

Who Are Individuals with Significant Cognitive Disabilities?

Characteristics of a Transition Curriculum

Essential Components of Community-Based Vocational Instruction

Individualized Transition Goals for Youth with Significant Cognitive Disabilities

Evaluation of Transition Outcomes for Youth with Significant Cognitive Disabilities

Helping Individuals with Significant Cognitive Disabilities Enter Supported Employment

Conclusion

Study Questions
 

14 Applications for Youth with Sensory Impairments ~ Phil D. Rumrill, Jr., and Pamela Luft

Who Are Individuals with Visual Impairments?

Who Are Individuals Who Are Deaf or Hard of Hearing?

Who are Individuals Who Are Deaf-Blind?

Characteristics of Youth with Sensory Impairments

Unique Learning Challenges Presented to Professionals by Youth with Sensory Impairments

Assessment Issues for Youth with Sensory Impairments

Teaching Strategies for Youth with Sensory Impairments

Assistive Technology and Accommodations for Youth with Sensory Impairments

Designing and Implementing Individualized Transition Plans for Youth with Sensory Impairments

Community Integration for Youth with Sensory Impairments

Evaluation of Individualized Transition Plan Outcomes for Youth with Sensory Impairments

Conclusion

Study Questions
 

15 Applications for Youth with Learning Disabilities ~ Elizabeth Evans Getzel and John J. Gugerty

Defining Learning Disabilities

Experiences of Individuals with Learning Disabilities

Unique Challenges Presented by Youth with Learning Disabilities

Assessment for Transition

Teaching Strategies

Preparing for Transition

Conclusion

Study Questions
 

16 Applications for Youth with Emotional and Behavior Disorders

Who Are Individuals with Emotional and Behavior Disorders?

Unique Challenges of Youth with Behavior Disorders

Discipline and Functional Assessment

Transition Assessment

Teaching for Transition

Job Clubs for Youth with Behavior Disorders 

Job Opportunities for Youth with Emotional and Behavior Disorders

Evaluation of Transition Outcomes for Students with Emotional and Behavior Disorders

Supported Employment Outcomes for Individuals with Emotional and Behavior Disorders

Conclusion

Study Questions
 

17 Applications for Youth with Orthopedic and Other Health Impairments ~ Michael D. West

Behavior and Learning Characteristics of Youth with Orthopedic and Other Health Impairments

Unique Challenges Presented by Youth with Orthopedic and Other Health Impairments

Assessment of Youth with Orthopedic and Other Health Impairments

Teaching Strategies for Youth with Orthopedic and Other Health Impairments

Designing and Implementing Individualized Transition Plans for Youth with Orthopedic and Other Health Impairments

Evaluation of Transition Outcomes for Youth with Orthopedic and Other Health Impairments

Conclusion

Study Questions
 

18 Applications for Youth with Traumatic Brain Injury ~ Paul Wehman, Lori Keyser-Marcus, Michael D. West, Pam Sherron Targett, and John Bricout

Traumatic Brain Injury: An Overview

Characteristics of Youth with Traumatic Brain Injury

Enhancing Academic Reentry and Inclusion

Designing School-to-Work Transition Programs for Youth with Traumatic Brain Injury

Unique Challenges Presented by Youth with Traumatic Brain Injury

Vocational Goals and Expectations

Assessment for Transition

Helping Individuals with Traumatic Brain Injury Go to Work

Conclusion

Study Questions