Life Beyond the Classroom: Transition Strategies for Young People with Disabilities / Edition 5

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Overview

Get the fully revised fifth edition of the landmark transition textbook—now updated with new chapters on current topics, all the latest best practices and research, more practical strategies, and an unrivaled package of multimedia instructor material

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Editorial Reviews

Lead Vocational Coordinator, District Teacher of the Year 2009-2010, Professor, California State University, Los Angeles - Richard L. Rosenberg
"An excellent real-world look at transition services . . . an asset to new and current staff entering the field of transition services education."
Rosel H. Schewel Distinguished Professor of Education and Human Development, Dean of Graduate Studies, and Vice Presiden - Edward A. Polloway
"A unique and beneficial book . . . a most welcome edition for those of us concerned about individuals with disabilities at the secondary level and beyond."
President, TransCen, Inc. - Richard Luecking
"The most comprehensive and definitive transition resource available. It is a must for students, professionals, researchers, policy makers - anyone who is involved in making sure youth with disabilities succeed in life beyond the classroom."
Executive Director, PACER Center - Paula F. Goldberg
"A rich, comprehensive, and up-to date presentation of best practices in the field of transition . . . Though its scope is encyclopedic, it remains accessible, hopeful and motivating."
Associate Professor, Francis Marion University - Cynthia Allen Nixon
"A comprehensive textbook that will allow educators to focus on outcomes and results in the classroom and community settings. It is a must-have textbook for transition courses!"
Professor of Special Education, Western Oregon University - Hank Bersani
"The new edition is excellent, as I expected, with a top-notch group of contributors who offer high quality chapters on an important set of topics. The new and improved instructional supports are an added bonus."
Director, Wisconsin Statewide Transition Initiative (WSTI) - Linda Maitrejean
"Wehman has compiled the necessary transition planning information into one easy-to-read text . . . This is the book you will not want to be without!"
Associate Dean, College of Education, Associate Professor, Special Education, University of South Florida St. Petersburg - Lyman Dukes
"A text for those of us committed to making a positive difference in the lives of students with disabilities. All key challenges and opportunities are addressed in a comprehensive, up-to-date manner."
Consultation, Training, and Transition Specialist & Distance Learning Coordinator; Chairperson for the Alabama Interagen - Jennifer Sellers
"An essential book for professionals and parents based on evidence-based practices and research that will assist adolescents and young adults in reaching their maximum potential."
Booknews
This text is useful for college students and professionals in programs that facilitate transition for young people with disabilities as they enter adulthood. Many sample forms, ITPs, charts, and checklists are provided, as well as learning objectives and discussion questions. This third edition reflects changes in legislation in the field. It provides more individualized examples of transition planning, and puts more emphasis on person-centered planning and collaboration with local businesses and industry. Wehman is professor of physical medicine, rehabilitation, and special education and directs the Rehabilitation Research and Training Center on Workplace Supports at Virginia Commonwealth University. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9781598572322
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 7/9/2012
  • Edition number: 5
  • Pages: 616
  • Sales rank: 523,252
  • Product dimensions: 7.30 (w) x 10.10 (h) x 1.70 (d)

Meet the Author

Dr. Wehman is Professor of Physical Medicine with joint appointments in the Departments of Rehabilitation Counseling and also Special Education and Disability Policy at Virginia Commonwealth University. He serves as Chairman of the Division of Rehabilitation Research in the Department of Physical Medicine and Rehabilitation. Dr. Wehman has his Ph.D. in Behavioral Disabilities from University of Wisconsin-Madison.

As one of the original founders of supported employment, he has worked closely with business and industry since 1980 and has published over 200 articles and authored or edited more than 40 books primarily in transition, severe disabilities, autism, traumatic brain injury and employment for persons with disabilities. He has been the Principal Investigator on 41 million dollars in grants during his career.

As the father of two young adults with disabilities, he brings a strong parental as well as business perspective to his work. He is highly active in speaking to professionals, parents, advocates and businesses on transition and employment for people with autism, traumatic brain injury, spinal cord injury and other developmental disabilities. On a daily basis he works with individuals with disabilities, communicates regularly with professionals in the world of business related to disability and diversity, and is active in teaching and mentoring medical students, residents, and doctoral students in rehabilitation medicine, special education, rehabilitation and psychology. A major focus of Dr. Wehman's work is on expanding the partnerships with businesses of all sizes so that more persons with disabilities can gain entrance into the workplace and retain employment successfully.

He is a recipient of the Kennedy Foundation Award in Mental Retardation in 1990 and President's Committee on Employment for Persons with Disabilities in 1992. Dr. Wehman was recognized as one of the 50 most influential special educators of the millennium by the Remedial and Special Education journal in December, 2000. He is also Editor-in-Chief of The Journal of Vocational Rehabilitation.

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Table of Contents

About the Online Companion Materials xi

About the Author xiii

About the Contributors xv

Preface xxiii

Acknowledgments xxvii

I Introduction

1 Transition: New Horizons and Challenges Paul Wehman 3

Meet the Faces of Transition in America

Defining Transition

2010 Survey of Americans with Disabilities: Much Work Remains to Help Persons with Disabilities Gain Employment

National Longitudinal Transition Study-2: What Happens to Youth When They Leave School?

Gallup Poll Employer Results: The News Is Not All Bad

Is Business the Answer to Improving Transition Outcomes?

Making the Journey to Adulthood: The Importance of Setting Goals

Evidence-Based Transition Research: The Foundation for Recommended Practices

Related Disability Legislation

Challenges that Affect Youth with Disabilities

Transition Themes for Success: Why Do Some Students Succeed and Others Do Not?

Conclusion

Study Questions

Online Resources

2 Self-Determination: Getting Students Involved in Leadership Michael L. Wehmeyer Karrie A. Shogren 41

What Is Self-Determination?

Self-Determination, Disability, and Empowerment

Assessments, Methods, and Strategies to Promote Self-Determination

Conclusion

Study Questions

Online Resources

3 Families and Young People with Disabilities: Listening to Their Voices Pamela Targett Paul Wehman 69

Parent and Student Involvement as Key Components of Successful Transition

Barriers to and Strategies for Involvement

Supporting Improved Outcomes

Conclusion

Study Questions

Online Resources

II Transition Planning and Support

4 Individualized Transition Planning: Building the Roadmap to Adulthood Kira Austin Katherine M. Wittig 95

Goals of Individualized Transition Planning

Person-Centered Planning: Values and Transition

Tools and Strategies Associated with Person-Centered Transition Approaches

Student-Directed Transition Individualized Education Programs

Evidence-Based Practices in Transition Planning

What Are the Best Steps to Implement Person-Centered Individualized Transition Planning?

Conclusion

Study Questions

Online Resources

5 Multicultural Transition Planning: Including All Youth with Disabilities Audrey A. Trainor Sunyoung Kim 121

Defining Diversity

Thinking Ecologically: Understanding Culture as Interaction and Process

Strategies for Transition Planning and Education in a Diverse Society

Conclusion

Study Questions

Online Resources

6 Transition Planning and Community Resources: Bringing It All Together Valerie Brooke W. Grant Revell Jennifer McDonough Howard Green 143

Community Organizations: Service Structures and Outcomes

Social Security Work Incentives: Removing Barriers to Work

Impact of Employment on Supplemental Security Income Benefits

Transition and Community Training, Employment, and Support Programs

Strong Alliances Between Schools and Businesses

Conclusion

Study Questions

Online Resources

III Transition Service Delivery in the Schools

7 Full Inclusion into Schools: Strategies for Collaborative Instruction Kim Spence-Cochran Cynthia E. Pearl Zachary Walker 175

National Commitment to Inclusion

A Historical Perspective on Inclusion

Philosophical Approaches to Inclusion

Special Education Service Delivery

Preparing for Successful Inclusion

Transition and Inclusion

Inclusive Community Programming

Conclusion

Study Questions

Online Resources

8 High-Stakes Accountability and Students with Disabilities: The Past and What's to Come Margaret J. McLaughlin 197

What Are the New Reform Policies?

The Next Phase of the Standards Movement

The Challenge and Opportunity for Students with Disabilities

Educational Attainment and Economic Implications

Conclusion

Study Questions

Online Resources

9 Secondary Curriculum and Transition Emily C. Bouck 215

Issues Facing Secondary Curriculum Types of Curriculum

Guidelines for Teachers in Curriculum Design

Conclusion

Study Questions

Online Resources

10 Assessment and Teaching for Transition Colleen A. Thoma Kimberly Boyd Kira Austin 235

Teaching Academic Content to Secondary Students with Disabilities

The General Education Curriculum

Alteration of or Adaptation to the General Curriculum

Conclusion

Study Questions

Online Resources

11 Teaching Social Skills and Promoting Supportive Relationships Erik W. Carter Carolyn Hughes 261

Importance of Social Skills and Relationships in the Lives of Youth

Challenges Encountered by Youth with Disabilities

Promising and Evidence-Based Intervention Approaches

Developing a Peer Support Program

Promoting Social Skills and Relationships Across Settings

Designing Quality Instruction and Effective Supports

Conclusion

Study Questions

Online Resources

IV Work and Life in the Community

12 Using Technology from School to Adulthood: Unleashing the Power Amy J. Armstrong Tony Gentry Paul Wehman 285

Impact of Assistive Technology on Quality of Life

Employment and Assistive Technology

Acquiring and Using Assistive Technology

Conclusion

Study Questions

Online Resources

13 Securing Meaningful Work in the Community: Vocational Internships, Placements, and Careers Paul Wehman Valerie Brooke 309

What Is Possible: Setting Options for Work

Barriers to Employment Competence

Establishing a National Employment Agenda

Vocational Options: What Are the Choices?

Competitive Employment and Business Models

Workplace Supports

Conclusion

Study Questions

Online Resources

14 Developing Jobs for Young People with Disabilities Pamela Targett Cary Griffin 339

School's Role in Improving Outcomes

Guiding Points

Job Development Defined

Supported Employment

Review of Literature

Getting Prepared

Creating a Job

Conclusion

Study Questions

Online Resources

15 Pursuing Postsecondary Education Opportunities for Individuals with Disabilities Elizabeth Evans Getzel Lori W. Briel 363

New Postsecondary Education Opportunities for Students with Intellectual Disabilities

Dual-Enrollment Opportunities for Students with Disabilities

Postsecondary Transition Considerations

Developing Essential Skills Needed for College

Applying Strategies to Remain in College

Conclusion

Study Questions

Online Resources

V Designing and Implementing Plans for Transition

16 Applications for Youth with Intellectual Disabilities Paul Wehman LaRon Scott 379

Who Are Individuals with Intellectual Disabilities?

Employment and School Participation for Youth with Intellectual Disabilities

Challenges of Working with Youth with Intellectual Disabilities

Assessment of Youth with Intellectual Disabilities

Curriculum Strategies for Youth with Intellectual Disabilities

Evaluating Transition Outcomes for Youth with Intellectual Disabilities

Helping Individuals with Intellectual Disabilities Enter Inclusive Employment

Conclusion

Study Questions

Online Resources

17 Applications for Youth with Learning Disabilities Elizabeth Evans Getzel John J. Gugerty 401

Defining Learning Disabilities

Unique Challenges Presented by Youth with Learning Disabilities

Assessment for Transition

Setting Transition Goals

Universal Design for Learning

Instructing Students in a Multicultural Classroom

Assistive Technology

Preparing for Transition

Conclusion

Study Questions

Online Resources

18 Applications for Youth with Emotional and Behavior Disorders Paul Wehman Kevin Sutherland Edwin O. Achola 419

Who Are Youth with Emotional Disturbance?

Unique Challenges and Issues for Youth with Emotional and Behavior Disorders

Discipline and Functional Assessment

The Need for Highly Qualified Teachers

Transition Assessment

Teaching for Transition

Supported Employment Outcomes for Individuals with Emotional and Behavior Disorders

Conclusion

Study Questions

Online Resources

19 Applications for Youth with Autism Spectrum Disorders Carol Schall Pamela Targett Paul Wehman 447

Characteristics of Youth with Autism Spectrum Disorders

Diagnostic and Behavioral Characteristics of Individuals with Autism Spectrum Disorder

Autism as a Multidimensional Disorder

Unique Challenges of Transition-Aged Youth with Autism Spectrum Disorder

Outcomes for Individuals with Autism Spectrum Disorder

Characteristics of Excellent Transition Programs for Students with Autism Spectrum Disorder

Transition Team Building for Youth with Autism Spectrum Disorder

Identifying the Vision for Students with Significant Communication Deficits

Curriculum, Literacy, and the Individualized Education Program

Curriculum and Students with Autism Spectrum Disorder Who Work Toward Standard or Advanced Studies Diploma

Scientifically Based Practices for Educating and Supporting Youth and Young Adults with Autism Spectrum Disorder

Behavior Challenges, Functional Behavior Assessment, and Behavior Intervention Plans

Transition Services for Individuals with Autism Spectrum Disorder

Job Supports for Individuals with Autism Spectrum Disorder

Conclusion

Study Questions

Online Resources

20 Applications for Youth with Traumatic Brain Injury and Other Health Impairments Paul Wehman Michael D. West Pamela Targett Charles Dillard 473

Who Are Individuals with Traumatic Brain Injury, Orthopedic Impairments, and Other Health Impairments?

Assessment for Transition: Unique Challenges

Assessment for Transition Needs

Teaching Strategies and Supports for Transition to Work

Designing and Implementing Individualized Transition Plans

Transition from School to Work

The Power of Technology

Evaluation of Transition Outcomes

Conclusion

Study Questions

Online Resources

References 501

Glossary 551

Index 565

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