Help students navigate the transition from high school to postsecondary education!
Designed for general and special education teachers, this resource provides guidelines and examples of how educators can help high school students plan ahead for successful transitions to postsecondary education. The authors offer vignettes of students discussing support that has been helpful; present case studies of students with special support needs; provide students perspectives; and answer questions that include:
- What changes can a student expect during transition from high school?
- What do students say about what works for them?
- How do self-determination skills promote a successful transition?
- How can families support students in transition?
- What role do community agencies play in supporting transitions?
|Edition description:||New Edition|
|Product dimensions:||6.90(w) x 9.90(h) x 0.60(d)|
About the Author
Carol Kochhar-Bryant is a professor of special education at the George Washington University. For 21 years she has developed and directed advanced graduate and doctoral leadership preparation programs related to secondary and transition services for youth with disabilities. She teaches courses in special education, legal issues and public policy, systemic change and leadership, and interdisciplinary planning and development. She currently consults with public school districts, state departments of education, and federal agencies, and has collaborated in international special education and transition policy research with the World Bank and the Office of Economic Cooperation and Development. She has conducted evaluations of state systemic reform initiatives, national technical assistance centers, transition services in correctional systems, and a variety of community-based agencies. Kochhar-Bryant is a former teacher of individuals with intellectual disabilities, a residential program director, case management program director, and evaluator. She is widely published in theareas of disability policy, leadership development, interagency service coordination, career-vocational programming, and secondary-to-postsecondary transition for special learners. She is past president of the Division on Career Development and Transition of the International Council for Exceptional Children.
Diane S. Bassett is a professor in the School of Special Education at the University of Northern Colorado. She has taught general and special education in elementary, secondary, and postsecondary institutions, and in both public and private schools. She currently coordinates the Generalist Masters Program and teaches coursework in secondary services, adolescent and adult development, transition from school to adulthood for students with exceptionalities, self-advocacy and self-determination, and transition services in a standards-based system. Bassett is the coauthor of two books, Student-Focused Conferencing and Planning and Aligning Transition and Standards-Based Education: Issues and Strategies. Her other publications center on self-determination, effective services for students with mild/moderate disabilities, and efficacy-based transition practices. Bassett is a past president of the Council for Exceptional Children’s Division on Career Development and Transition (DCDT) and was also honored with the Oliver P. Kolstoe Award from DCDT for her work in transition. At UNCO, she has been awarded the Provost’s Award for Excellence in Graduate Education, the College of Education Outstanding Scholar Award and Outstanding Service Award, the Mortar Board Award, and the Panhellenic Outstanding Professor Award.
Kristine W. Webb is an associate professor in the Department of Exceptional Student and Deaf Education and director of the Disability Resource Center at the University of North Florida (UNF). Webb is a past president of the International Division on Career Development and Transition (DCDT), an organization dedicated to improving life for adolescents and adults with disabilities. In 2007, she was awarded the Outstanding Faculty Service Award at the University of North Florida. In addition, Webb was the UNF 2003 CASE Undergraduate Teaching Award nominee and received the Outstanding Undergraduate Teaching Award for 2001-2002. In 2003, she was awarded the Transition Champion by the Division for Career Development and Transition. Before coming to UNF, Webb served as the director of the Florida Network: Information and Services for Adults and Adolescents with Disabilities housed at the University of Florida. Prior to that position, she was the coordinator of a collaborative special education intern program at the University of New Mexico. Before her own transition to higher education, Webb was a high school teacher for 17 years in Colorado and New Mexico. Along with her interest in teacher preparation, Webb has a long-standing passion for promoting successful postsecondary education experiences for individuals with disabilities, family involvement and collaboration, and transition to adult life for individuals with disabilities.
Table of Contents
About the Authors ix
National Focus on Postsecondary Transition 1
Postsecondary Options for Youth With Disabilities 2
Facing Many Questions About Postsecondary Choices 2
Purpose of the Book 5
1 Who Is the Student in Transition to Postsecondary? 9
Who Participates in Postsecondary Options? Participation in and Outcomes of Postsecondary Education 10
Adolescent Development, Career Counseling, and Postsecondary Choices 16
2 What Changes as the Student Moves From the Secondary to the Postsecondary World? 23
What Is Different for the Student in the Postsecondary World? 24
What Strategies Assist Youth With Transition to Postsecondary Education? 27
Concept of "Supported Education" 29
How Does IDEA 2004 Promote Postsecondary Participation? Collaboration and the Summary of Performance 30
What Strategies Assist Youth With Transition to Employment? 32
3 Self-Determination and Self-Advocacy Skills Essential for Successful Transition to Postsecondary Settings 39
What Is Self-Determination? 40
How Can Students Learn Self-Determination Skills for Postsecondary Education? 44
What Can Schools and Professionals Do to Assist Students? 52
How Can School Professionals Assist in Students' Transition to Postsecondary Education? 53
4 Guided Pathways: Colleges and Universities 55
What Factors Are Essential to Help Students as They Consider Attending College? 56
How Do Students Make Postsecondary Choices? 60
How Can Students Prepare for Postsecondary Coursework in Their High School Years? 60
How Do Students Prepare to Attend Postsecondary Institutions? 65
5 Guided Pathways:Career-Technical Education 71
Federal Laws and Eligibility for Career-Technical Education 75
Origins of Career-Technical Education 78
Career Education Becomes a National Priority and Includes Special Populations 79
Planning for Transition for Students with Disabilities 89
Career and Technical Course Accommodations/Modifications 95
Assessment for Planning and Transition 97
Postsecondary and Workplace Accommodations 101
6 Focus on the Year After High School 105
Transition to Self-Determined Decisions 106
Transition to Self-Advocacy 113
Transition to College Services 115
Transition to College Learning 119
Closing Thoughts 127
7 Role of Community Agencies in Supporting the Transition to Postsecondary Education 129
What Is the Role of Community Agencies in Supporting Transition to Postsecondary? 131
What Agencies or Services Are Available to Assist Students in Making a Successful Transition to Postsecondary Education? 135
What Agency Services Are Provided and Who Are the Professionals Who Provide Them? 136
How Do Students Access Agency Services? 139
How Does the Postsecondary Student Access Services From Vocational Rehabilitation? 140
What Is the Role of the Local Interagency Transition Planning Council? 143
Getting Started Building a Community Transition Team 144
8 Student Voices 147
Voices from Current Students 149
9 Considerations for Students with Specific Disabilities 177
Students With Learning Disabilities 178
Students With Attention Deficit Hyperactivity Disorder or Attention Deficit Disorder 181
Students Who Have Chronic Diseases or Medical Conditions 183
Students With Emotional Disabilities or Mental Illnesses 185
Students Who Are Deaf or Hard of Hearing 187
Students Who Are Blind or Have Low Vision 189
Students With Autism Spectrum Disorders 191
Final Thoughts 191
Resource A 194
Most Helpful Customer Reviews
I used this document as a resource for my dissertation. It was helpful in terms of structuring and organizing the overall process of Transition as it relates to Special Needs Students into the adult world. In addition, it identifies the most recent legislation that governs the transition process and identifies roles and responsibilities of state and local agencies. Individuals reading this book can rely on it as a resource when designing an effective Transition plan for special needs youth and refer back to it during the process. Although written globally, individuals can research the links provided within their own communities. Finally, a document that provides one shot look at "Transition".