Handbook of Adolescent Transition Education for Youth with Disabilities

1. Auflage 2012
ISBN: 978-0-415-87278-2
Verlag: Taylor & Francis Ltd

Buch, Englisch, 516 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 1089 g

Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending postsecondary education or training, developing social networks, choosing a career, participating in their communities, and managing healthcare and financial affairs. Sponsored by the Division of Career Development and Transition (DCDT) of the Council of Exceptional Children, this handbook provides a comprehensive resource to the communities of educators, related service and agency personnel, families, caretakers, counselors, and other stakeholders who facilitate these complex transitions to adulthood for adolescents with disabilities.

Comprehensive – This comprehensive volume includes coverage of historical foundations, policy, transition programming and planning, development of student skills, and program structure. It also recommends transition supports for students with specific disabilities.

Organizing Taxonomy – The book is organized around a well recognized taxonomy for adolescent transition used by many states to design and reform their transition services.

Expertise – The volume editors are past-presidents of the Council for Exceptional Children’s Division on Career Development and are leaders in transition research and practice. Contributors are well-recognized for their expertise in transition.

Chapter Structure – Each chapter includes a discussion of evidence-based research, recommended practices, suggestions for transition personnel and families, and additional resources.

This book is appropriate for researchers and graduate-level instructors in special education and vocational education, inservice administrators and policy makers, and transition service providers.

Autoren/Hrsg.

Wehmeyer, Michael L.

Shogren, Karrie A.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Invalidität, Krankheit und Abhängigkeit: Soziale Aspekte
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Arbeit/Sozialpädagogik Soziale Arbeit/Sozialpädagogik: Familie, Kinder, Jugendliche

Inhaltsverzeichnis

Foreword: Ginger Blalock I. Introduction and Overview of Adolescent Transition Education 1. An Introduction to Adolescent Transition Education Michael L. Wehmeyer andKristine Webb 2. Policy and Adolescent Transition Education David R. Johnson II. Adolescent Transition Education Planning 3. IEP Development in Adolescent Transition Education Paul Wehman andPam Targett 4. Student Involvement in the Transition Process James E. Martin, Dan Dalun Zhang andDavid W. Test 5. Transition Assessment for Adolescents Debra A. Neubert 6. Transition Planning Strategies Janice Seabrooks-Blackmore and Gwendolyn Williams 7. Family Involvement in Transition Planning Donna L. Wandry andAmy M. Pleet III. Student Development in Adolescent Transition Education 8. Life Skills and Community-based Instruction David W. Test, Sharon Richter and Allison Walker 9. Preparing Students for the 21st Century Workforce Cheryl Hanley-Maxwell and Margo Vreeburg Izzo 10. Career Development and Vocational Instruction Jeanne B. Repetto andDrew Andrews 11. Self-Determination and Adolescent Transition Education Michael L. Wehmeyer, Sharon Field andColleen Thoma 12. Structured Work Experiences Lauren Lindstrom, Bonnie Doren,K. Brigid Flannery and Michael Benz 13. School Completion and Adolescent Transition Education Larry Kortering 14. Social Skills, Supports, and Networks in Adolescent Transition Education Laura T. Eisenman and Sarah A. Celestin 15. Assistive Technology in the Transition Education Process Karen B. Patterson and Terrence Cavanaugh IV. Adolescent Transition Education Program Structure 16. Adolescent Transition Education and School Reform Diane S. Bassett and Carol A. Kochhar-Bryant 17. Middle School Transition Education Planning and Services Jeanne Repetto 18. Providing Transition Education to a Diverse Student Population Sharon deFur and Audrey A. Trainor 19. Transition to Post-Secondary Education Kristine Webb and Liz Getzel 20. Effective Strategies for Interagency Collaboration Patricia M. Noonan and Mary E. Morningstar 21. Innovative Employment Support Models Wendy Parent-Johnson 22. Job Development and Placement in Youth Transition Education Richard G. Luecking and LaVerne A. Buchanon V. Disability Specific Adolescent Transition Education 23. Transition Education for Adolescents with Autism Spectrum Disorders Brenda Smith Myles and Daniel E. Steere 24. Transition Education for Adolescents with Learning Disabilities Cari Dunn and Christina M. Curran 25. Transition Education for Adolescents with Intellectual Disability Meg Grigal andAnn Deschamps 26. Transition Education for Adolescents Who are Deaf or Hard of Hearing John Luckner 27. Transition Education for Adolescents who are Blind or Have Low VisionKaren Wolffe and Jane Erin 28. Transition Education for Adolescents with Emotional and Behavioral Disorders Erik W. Carter and Deanne K. Unruh 29. Transition Education for Adolescents with Serious Mental Health Conditions Janet S. Walker and L. Kris Gowen

Über Autor(innen)

Michael L. Wehmeyer is Professor of Special Education; Director, Kansas University Center on Developmental Disabilities; and Senior Scientist, Beach Center on Disability, all at the University of Kansas. His research focus is on self-determination, technology use by people with cognitive disabilities, the intellectual disability construct, and access to the general education curriculum for students with severe disabilities. He is the past editor of the journal Remedial and Special Education, past president of the CEC Division on Career Development and Transition, and immediate past president of the American Association on Intellectual and Developmental Disabilities.

Kristine Wiest Webb is a Professor at the University of North Florida (UNF) and serves as Director of the Disability Resource Center. Prior to UNF, she served as Director of the Florida Network at the University of Florida. While pursuing her doctoral degree at the University of New Mexico, she directed the Intern Program. Kris taught for 17 years in New Mexico and Colorado. Her research includes transition to higher education, family involvement, and student-centered planning. She is a past president of the CEC Division on Career Development and Transition.