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

Hardcover (Print)
Rent from
(Save 68%)
Est. Return Date: 07/23/2015
Buy New
Buy New from
Used and New from Other Sellers
Used and New from Other Sellers
from $51.72
Usually ships in 1-2 business days
(Save 35%)
Other sellers (Hardcover)
  • All (16) from $51.72   
  • New (7) from $62.71   
  • Used (9) from $51.72   



For more than two decades, the trusted Life Beyond the Classroom text has shaped the practices of thousands of professionals helping students make a smooth transition from school to adulthood. Now this landmark textbook is in a NEW fifth edition—updated with the cutting-edge information professionals need in today's changing world, as young people with disabilities face unprecedented financial, family, employment, and educational challenges.

A definitive compendium of up-to-date, evidence-based transition research, this expanded new edition takes Life Beyond the Classroom to the next level. Future professionals will get all the latest best practices and timely research on the full spectrum of transition topics, from assessment and assistive technology to social skills and self-determination. And with the unparalleled new package of online companion materials (see below for details), instructors will enhance their teaching with videos, activities, PowerPoint slides, and a convenient test bank. With this comprehensive revision of a pioneering text, the next generation of professionals will be fully prepared to give young people with disabilities appropriate, effective, and individualized support as they navigate our increasingly complex society.


  • New chapters on critical topics:
    • working with families
    • multicultural transition planning
    • teaching social skills
    • secondary curriculum options
  • Online companion materials
  • Fresh contributions by highly regarded early career professionals
  • All chapters completely revised and updated
  • The very latest research, statistics, and legislation
  • More practical strategies, case studies, and photos
  • Updated annotated lists of helpful online resources
  • Improved, more user-friendly design


Plan your next course with a comprehensive package of multimedia supplementary materials, unrivaled by any other transition text:

  • Videos for every chapter that bring key concepts to life for your students
  • 300 downloadable slides aligned with each chapter's content—in PowerPoint format, so you can customize and edit slides
  • Activities for every chapter that help students practice key skills, like writing transition plans and conducting assessments
  • Chapter introductions with objectives, takeaway points, and study questions
  • Convenient test bank with multiple choice, fill-in-the-blank, and short answer/essay questions
Read More Show Less

Editorial Reviews

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."
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 (
Read More Show Less

Product Details

  • ISBN-13: 9781598572322
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 7/9/2012
  • Edition number: 5
  • Pages: 616
  • Sales rank: 135,452
  • Product dimensions: 7.30 (w) x 10.10 (h) x 1.70 (d)

Meet the Author

Ms. Brooke is a faculty member at VCU and has been working in the field of employment for people with disabilities since 1979. She is Project Director for the Social Security Administration’s Regional Benefits Planning, Assistance, and Outreach Technical Assistance Center. Ms. Brooke is nationally recognized for her personnel training programs and technical assistance work at the local, state, and federal levels. She has authored numerous book chapters, journal articles, newsletters, and fact sheets on transition and employment for people with disabilities. Her areas of interest include creating business partnerships, systems change, and self-advocacy leadership.

Erik W. Carter, Ph.D., Assistant Professor of Special Education, University of Wisconsin–Madison, 432 East Campus Mall, Madison, Wisconsin 53706

Dr. Carter’s research, teaching, and writing focus on effective strategies for including youth and young adults with disabilities meaningfully in schools and communities. He is the author of Including People with Disabilities in Faith Communities: A Guide for Service Providers, Families, and Congregations (Paul H. Brookes Publishing Co., 2007) and co-author of Peer Buddy Programs for Successful Secondary School Inclusion (Paul H. Brookes Publishing Co., 2008) and The Transition Handbook: Strategies High School Teachers Use That Work! (Paul H. Brookes Publishing Co., 2000). Prior to receiving his doctorate from Vanderbilt University, he was a high school transition teacher in San Antonio, Texas.

Elizabeth Evans Getzel, Ph.D., is Director of Postsecondary Education Initiatives with the Rehabilitation Research and Training Center on Workplace Supports at Virginia Commonwealth University. She has extensive experience conducting research, evaluation, and training in the areas of transition planning for secondary students with disabilities, postsecondary education for students with disabilities, and career planning/employment for individuals with disabilities. She currently directs approximately $3 million of grant-funded projects focusing on supported education in postsecondary education, career development for college students with disabilities, faculty professional development focusing on universal design principles, and secondary education transition services. Her research interests include secondary education transition planning, self-determination skills of college students with disabilites, and effective services and supports for college students with disabilities. Ms. Getzel serves as Associate Editor for the Journal of Postsecondary Education and Disabilityand is on the editorial boards for the Journal of Vocational Rehabilitation and The Journal for Vocational Special Needs Education She has authored or co-authored journal articles and book chapters on transition, career development, postsecondary education, and employment. In addition, Ms. Getzel has presented extensively at state, national, and international conferences and at meetings on her projects and research areas.

Mr. Griffin is Senior Partner at Griffin-Hammis Associates, LLC, a full-service consultancy specializing in building communities of economic cooperation, creating highperformance organizations, and focusing on disability and employment. He is also Codirector of the U.S. Department of Labor’s National Self-Employment Technical Assistance, Resources, and Training project with Virginia Commonwealth University and former Director of Special Projects at the Rural Institute at The University of Montana. He is also past director of an adult vocational program in southern Colorado, former Assistant Director of the Rocky Mountain Resource and Training Institute, and former Founder and Executive Director of CTAT in Colorado.

Carolyn Hughes, Ph.D., is an associate professor in the Department of Special Education at Vanderbilt University in Nashville, Te

Read More Show Less

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?


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


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


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?


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Study Questions

Online Resources

References 501

Glossary 551

Index 565

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Terms of Use.
  • - Barnes & reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)