Beyond High School: Preparing Adolescents for Tomorrow's Challenges / Edition 2

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The second edition of Beyond High School: Preparing Adolescents for Tomorrow's Challenges addresses a wide array of goals and the complexity of providing secondary special education services today. Among these goals are: 1) all students have a basic right to be educated and to work in the environment that least restricts their right to learn and interact with other students, 2) educational experiences must be planned, delivered, and evaluated based upon the unique abilities, social backgrounds, and learning styles of the student, 3) agencies, organizations, and individuals from a broad array of disciplines and professional fields must effectively and systematically coordinate their efforts to meet individual education and employment needs, 4) students grow and mature throughout their lives, requiring varying levels and types of educational and employment support, 5) the capability of an individual to obtain and hold meaningful and productive employment is important to the individual's quality of life, and 6) parents, advocates, and friends for a vitally important social network that is an instrumental aspect of education, transition to employment, and continuing education. MARKET: Secondary Special Education Educators & Pre-service teachers

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Product Details

  • ISBN-13: 9780132384698
  • Publisher: Prentice Hall
  • Publication date: 6/29/2007
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 352
  • Product dimensions: 7.54 (w) x 9.12 (h) x 0.91 (d)

Table of Contents

Introduction to Transition Services and Legislation     1
Preparing Adolescents for Adult Roles   Frank R. Rusch     2
What Is the Typical State of Affairs for Youth with Disabilities?     4
What Do We Know About How to Train Adolescents with Disabilities?     6
Overview of High School Attendance, Programs, and Outcomes     7
High School Enrollments, Graduation, and Dropouts     8
Overview of Employment-Related Participation After Age 14     10
Emerging Organizational Model-Planning and Preparation, Placement, and Support     13
Summary     16
Case Study     17
Study Questions     17
Recommended Reading     20
Web Resources     20
References     21
Transition Legislation and Policy: Past and Present   Robert A. Stodden   Kelly D. Roberts     24
Early Legislation Related to Employment Training, Rehabilitation, and Education     27
1915-1945: Support and Training for Veterans with Disabilities     28
1946-1965: Training and Rehabilitation for Persons with Disabilities     28
1970s: Appropriate Access and Accommodations     29
1980s: Funds to Develop Transition Models and Practices     31
Emergence of the Transition Initiative for Youth with Disabilities     31
Expansion of Disability Policy in the 1990s and 2000s     33
Education     35
Employment and Training     40
Quality of Life     42
Summary     43
Case Study 1     45
Study Questions     48
Recommended Reading     50
Web Resources     51
References     51
Student Involvement, Planning, and Assessment     55
Person-Centered Career Planning   Martin Agran   Michael Wehmeyer     56
What Is Self-Determination?     58
Active Student Involvement     60
Evidence of the Importance of Self-Determination: Student-Directed Learning     61
Person-Centered Planning     62
Recommended Practices     64
Teaching Needs     64
Teaching Skills to Promote Self-Determination     65
Summary     72
Case Study 2     72
Study Questions     73
Recommended Reading     74
Web Resources     74
References     75
Building an Employment Vision: Culturally Attuning Vocational Interests, Skills, and Limits   James E. Martin   Lee L. Woods   Lorraine Sylvester     78
Case Studies     80
Julie-A 17-Year-Old Who Wants to Become a Chef     80
Christopher-A 17-Year-Old Who Likes to Fish     81
Summary     82
Julie's Example: Building an Employment Vision for a Student with Mild Disabilities Who Will Make Her Own Decisions with Family Support     83
Middle School Career Exploration     83
High School Exploration and Preparation     84
Christopher's Example: Building an Employment Vision for a Student with Mental Retardation from a Collectivist Decision-Making Family     93
Middle School Career Awareness     93
High School Career Exploration Year 1     98
Culturally and Linguistically Diverse Students, Their Families, and Transition     102
Individualism and Collectivism     103
Cultural Reciprocity     103
Summary     105
Study Questions     106
Recommended Reading     108
Web Resources     108
References     108
Working with Parents: Using Strategies to Promote Planning and Preparation, Placement, and Support   Wendy Parent   Denise Gossage   Molly Jones   Patty Turner    Chris Walker   Renee Feldman     110
Recommended Practices     114
Student-Level Strategies     115
School-Level Strategies     119
District-Level Strategies     123
Summary     126
Study Questions     127
Recommended Reading     130
Web Resources     130
References     130
Building Teams and Interagency Coordination     135
Using Interagency and Interdisciplinary Teams to Enhance Transition Services   Jane M. Everson   Joy Ivester   Joan D. Guillory     136
Overview of Community Development and Teamwork Concepts     137
Civic Engagement     138
Community Connections     138
Social Capital     139
Putting It All Together: Community Development     139
Teamwork: A Critical Component     139
Community-Level Teamwork: Recommended Practices     140
Getting Started: Are We Forming, Storming, Norming, or Performing?     143
Developing a Shared Foundation: Core Elements     143
Moving Through the Stages: Developing Work Plans     145
Case Study Overviews     146
Community Needs and Demographics      146
The Forming Stage: Establishing Community-Level Teams     146
The Storming Stage: Getting Down to Work     147
The Norming Stage: Beginning to Address Systems Changes in Communities     150
Summary     153
Study Questions     155
Recommended Reading     158
Web Resources     158
References     159
Interagency Collaboration: It Takes Communication to Support Transitions   Caren L. Sax   David A. Noyes     160
The Need for Collaboration     161
Use of Dialogue     163
Interagency Dialogue and Collaboration     164
Dialogue in Action     166
Traditional Process Before Interagency Dialogue     167
Meaningful Dialogue     167
Summary     170
Study Questions     171
Recommended Reading     173
Web Resources     173
References     174
Assessment, Work Experience Opportunities, Job Placement, and Student Support     177
Transition Assessment: Emerging Guidelines and Promising Practices   Bruce M. Menchetti     178
Legal Requirements Impacting Transition Assessment     179
Longitudinal Approaches to Transition Assessment     181
Career Development Models of Assessment     182
Person-Centered Approaches     182
Summary of the Longitudinal Approach     184
Other Assessment Practices That Improve Student Outcomes     184
Consensus Regarding Transition Outcome and Assessment Areas     185
Adherence to Professional Guidelines in Design and Selection of Assessment Methods     186
Transition Assessment Methods     188
Formal Methods     188
Informal Methods     189
Putting It All Together: Developing an Individualized Transition Profile     192
Summary     194
Study Questions     194
Recommended Reading     197
Web Resources     197
References     197
Work-Based Learning: Developing Work Experience Opportunities for Transitioning Students   David Hagner   Dianne Lounsbury     200
Types of Work Experiences     202
Work Exposure     203
Work Experience     204
Integrating Work Experiences into the High School Curriculum     206
Adherence to Labor Regulations     207
Provision for Training and Support     209
Administrative Logistics      211
Availability of Academic Credit     212
Developing Internships in Community Businesses     212
Interagency Collaboration     214
Summary     216
Study Questions     217
Recommended Reading     220
Web Resources     221
References     221
Job Placement and Job Redesign   Katie E. Hildebrand   Frank R. Rusch   Balazs Tarnai   Robert Cimera   James E. Martin     224
Job Placement     227
Job Redesign     236
Job Site Modification     237
Job Restructuring     237
Job Carving     238
Job Sharing     238
Assistive Technology     239
Natural Supports     239
Benefits of Job Redesign     239
Summary     240
Case Study 1     244
Study Questions     244
Recommended Reading     247
Web Resources     247
References     248
Natural Supports in the Workplace and Beyond   John S. Trach     250
Natural Supports Defined     252
Why Have Processes for Natural Supports      253
How to Develop Natural Supports     254
Outcomes of Natural Supports Use     255
The Ongoing Discussion     257
Natural Supports-and the SPANS Model     257
What Types of Resources Are Natural Supports?     258
Organizational Supports     259
Physical Supports     259
Social Supports     259
Training Supports     260
Social Service Supports     260
Community Supports     261
Personal and Family Supports     261
Summary     262
Study Questions     262
Recommended Reading     264
Web Resources     264
References     264
Supporting Students in the Transition from School to Adult Life   Carolyn Hughes   Barbara H. Washington   Gaylan L. Brown     266
Developing a Model of Transition Support: Bridging Research to Practice     269
The Transition Support Model: An Overview     271
Developing Support in the Environment     271
Increasing Students' Competence     275
Application of the Transition Support Model     278
Summary     280
Study Questions      281
Recommended Reading     283
Web Resources     284
References     284
Dropout Prevention: Using Self-Determination to Achieve Desired Postschool Outcomes   Thomas Holub   Frank R. Rusch     288
Dropping Out of High School     290
Consequences of Not Completing High School     291
Pathways to Self-Determination     292
Illustration of the Pathways Model-Mark     294
Illustration of the Pathways Model-Melissa     296
Summary     298
Study Questions     298
Recommended Reading     301
Web Resources     301
References     302
Evaluation Practices for Transition Planning   Judy Elliott   Martha Thurlow   Erin Reid     304
What Do We Know About the Transition Planning Process?     305
Definitions     307
Why Assessment and Program Evaluation Are Important During Transition     308
Poor Postschool Outcomes     308
Lack of Planning     309
Failure to Define Educational Outcomes     309
Framework for a Comprehensive Transition Assessment and Program Evaluation     311
Outcomes of Education      311
Recommended Practices     315
Using Assessment and Evaluation During the Transition Process     315
Evaluating a Program: Where to Begin     317
Impacting Program Evaluation: Proactive Planning for Success     319
Essential Components for Creating Successful Work-Based Learning Opportunities     322
Setting Up Host Employers     322
Summary     324
Case Study 1     326
Case Study 2     328
Study Questions     329
Recommended Reading     333
Web Resources     333
References     334
Author Index     339
Subject Index     345
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