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New Transition Handbook: Strategies High School Teachers Use that Work!

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To help students with disabilities make a smooth transition from high school to adulthood, you need proven and practical strategies that prepare them for success in an increasingly complex world. You'll find more than 500 research-based, teacher-tested support strategies in The New Transition Handbook-the modern transition guide for today's students and the professionals who support them. The revised edition of Hughes & Carter's bestselling The Transition Handbook, this thoroughly updated guide is everything ...

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Overview

To help students with disabilities make a smooth transition from high school to adulthood, you need proven and practical strategies that prepare them for success in an increasingly complex world. You'll find more than 500 research-based, teacher-tested support strategies in The New Transition Handbook-the modern transition guide for today's students and the professionals who support them. The revised edition of Hughes & Carter's bestselling The Transition Handbook, this thoroughly updated guide is everything transition teams want: it's ultra-practical, fast and easy to navigate, cost-effective, and reflects the latest research and legislation affecting young adults with disabilities. Packed with ready-to-use strategies for teaching key skills and developing effective school and community supports, this is the ultimate guide to helping students achieve self-determination access the general curriculum increase social acceptance and participation set and reach individualized goals strengthen positive behavior prepare for postsecondary education develop employment skills access community resources learn critical functional skills With the convenient "menu" format, you can flip right to the strategies you need without having to page through the entire book. And the included CD-ROM gives you more than 30 printable checklists and observational forms that address social skills, classroom supports, job satisfaction, modified grading, and more. Keep this guidebook at your fingertips year after year, and you'll provide effective, individualized support for young people with disabilities as they begin fulfilling, self- determined adult lives. With more on today's most critical transition topics! transition assessment new technology postsecondary education community-based instruction student-directed planning and learning

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Editorial Reviews

Richard Rosenberg

"A great resource for teachers, support staff, job developers and family members who are navigating transition for youth with various disabilities . . . The complementing CD is fantastic, allowing the materials to be easily modified for each student."
MNPS Autism Lead Teacher - Ada Winford
"Should be a required resource for individuals seeking to become special or general educators . . . [provides] excellent methods to differentiate our teaching and assess using formative practical tools."
BCBA-D, Youth Transition Director, Nevada Center for Excellence in Disabilities, University of Nevada, Reno - Scott W. Harrington
"A necessary resource for anyone involved in cutting-edge transition practices . . . undoubtedly the most practical Handbook available."
Transition Teacher/Counselor, Madison West High School - Fred R Swanson III
"Gives teachers the tools to effectively complete transition activities within a clear and documented framework . . . will go far in helping to promote more valued roles in school, work, and community settings for individuals with intellectual and developmental disabilities."
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Product Details

  • ISBN-13: 9781598571998
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 9/14/2012
  • Edition number: 1
  • Pages: 232
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.70 (d)

Meet the Author

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.

Carolyn Hughes, Ph.D., is an associate professor in the Department of Special Education at Vanderbilt University in Nashville, Tennessee, and Project Director of the federally funded Metropolitan Nashville Peer Buddy Program. In 1990, she received her doctoral degree in special education from the University of Illinois at Urbana-Champaign, specializing in the areas of secondary transition and employment and self-management strategies. At Vanderbilt University, Dr. Hughes teaches courses in behavior management and the transition from school to adult life and manages several federally funded research and personnel preparation grants. She conducts research and publishes widely in the areas of self-instruction and self-determination, supporting the transition from school to adult life, and social interaction and social inclusion of high school students. Dr. Hughes is a coauthor of Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition (Paul H. Brookes Publishing Co., 1998) and is on the editorial board of the American Journal on Mental Retardation, Education and Training in Mental Retardation and Developmental Disabilities, Journal of The Association for Persons with Severe Handicaps, Journal of Behavioral Education, and Journal of Positive Behavior Interventions. In addition, Dr. Hughes taught general and special education classes in public schools in Montana for 10 years.

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 business

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Table of Contents


Contents of the Book

About the Authors
Foreword by Paul Wehman
Acknowledgments

I Introduction to The New Transition Handbook

  1. The New Transition Handbook: A Model of Transition Support
  2. Assessment and Planning: Identifying Supports and Skills that Enhance Success
II Developing Supports that Enhance Participation
  1. Increasing Support within School and Community Settings
  2. Increasing Social Support and Promoting Acceptance
III Teaching Skills that Promote Success
  1. Promoting Independence and Self-Determination
  2. Promoting Social Participation and Teaching Social Skills
  3. Promoting Functional Skills and Access to the General Curriculum
  4. Teaching Employment Skills and Promoting Career

Development
References
Index

Contents of the Accompanying CD-ROM

About This CD-ROM

Form 2.1 Event Recording Datasheet
Form 2.2 Interval Recording Datasheet
Form 2.3 Task Analysis Observation
Form 2.4 Employee Social Skills Checklist
Form 2.5 Home Inventory Form
Form 3.1 Job Analysis Survey
Form 3.2 Work Performance Evaluation
Form 4.1 Behavior Checklist
Form 4.2 Individual Social Support Plan
Form 4.3 Seven Steps to Starting a Peer Buddy Program
Form 4.4 Community Activity Participation Form
Form 5.1 Teaching and Evaluating Self-Management
Form 5.2 Self-Instruction Training Sequence
Form 5.3 Picture Prompt
Form 5.4 Today's Schedule (with Analog Clock)
Form 5.5 Today's Schedule (with Digital Clock)
Form 5.6 Daily Checklist
Form 5.7 Self-Recording Chart
Form 5.8 Choice-Making Opportunities
Form 6.1 Social Interaction Observation Form
Form 6.2 Social Opportunities Chart
Form 6.3 Peer Buddy Social Skills Teaching Checklist
Form 6.4 Peer Perception Questionnaire
Form 7.2 Modified Grading System for Students in General Education Classrooms
Form 7.3 Data Collection System
Form 8.1 Job-Related Skills Assessment
Form 8.2 Student Job Planning Tool
Form 8.3 Student Job History Form
Form 8.4 Job Satisfaction Form for Youth Employees

About the Authors
End User License Agreement

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