A Collaborative Approach to Transition Planning for Students With Disabilities

JoAnn M. Rae (Autor)

Buch | Softcover

442 Seiten

2025 | 2nd edition
SLACK Incorporated (Verlag)
978-1-63822-164-7 (ISBN)

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The book’s framework is specially designed to advance students’ involvement and participation in their lives, not only in the presence of the most severe sensory and intellectual disabilities, but also in the case of multiple disabilities. Unique scenarios not typically seen in other textbooks, such as IEP team disagreements, students with terminal illnesses, students with ill or overworked parents, or students living in poverty are also explored.

This updated edition also includes:

Descriptions of research-based practices to maximize students’ self-determination, autonomy, goal setting, and ability to have successful life experiences
Opportunities to integrate knowledge with practice by providing strategies that relate to the real-life difficulties students and transition planning specialists may encounter
Easy-to-replicate communication tools, such as letters to students and parents, as examples to enhance collaboration
Methods for teachers to effectively promote and increase student involvement and collaboration by using structured and interactive interviews
Guidance aligned with the most up-to-date special education law

A Collaborative Approach to Transition Planning for Students with Disabilities reflects the universal challenges that teachers, families, and finally, the students themselves face, as they progress through school with a disability. For students with disabilities, the key component to successful transition planning is creating a collaborative atmosphere that allows them to be successful. This book promises to serve as an essential resource to all who are dedicated to that goal.

JoAnn M. Rae, EdD, teaches special education classes at the graduate school level and develops early childhood books for children with autism and delayed language acquisition. For over 25 years, she has worked with children and students with disabilities, supervising early intervention, school-age programs, and inclusion classes, and developing transition plans. Dr. Rae’s work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Her education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

Part 1: Introduction to Transition Planning; 1. Transition Planning and Special Education Law; Part 2: Transition Planning Practices; 2. An Interactive Framework of Activities Focusing on Community Access, Student Engagement and Post-School Goals Selection; 3. Collaborating With Families During the Transition Planning Process; Part 3: Assessments; 4. Medical Conditions, Assessment, and Transition: Implications of Disability and Medical Conditions on Work-Seeking Activities and Educational Progress; 5. Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan Frameworks: Creating the Transition Plan; 7. Career and Employment-Based Learning: Supporting Entry Into the Workforce and Postsecondary Education; Part 5: Special Education Programs: Responsibilities and Resources of Transition Team Members and Community and Governmental Agencies; 8. School Leadership and Transition Planning; 9. Roles of the Secondary Special Education Team and Community Agencies; Part 6: Special Considerations: Working With Diverse Groups of Students; 10. Students With Specific Learning Disabilities and Speech and Language Impairments; 11. Students With Emotional, Behavioral, and Severe Mental Health Disorders; 12. Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or Deaf-Blind; 13. Students With Autism Without Accompanying Language or Intellectual Impairment; 14. Students With Other Health Impairments, Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15. Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual Disabilities; 16. Students With Autism and Accompanying Language and Intellectual Impairment; Part 7: Special Education Transitions; 17. The Effectiveness of Transition Planning: Monitoring the Practices of the Special Education Team; 18. Special Education Transitions From Birth to Age 21

Erscheinungsdatum	12.04.2025
Reihe/Serie	Evidence-Based Instruction in Special Education
Zusatzinfo	18 Tables, black and white; 9 Line drawings, black and white; 6 Halftones, black and white; 15 Illustrations, black and white
Sprache	englisch
Maße	178 x 254 mm
Gewicht	860 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
Themenwelt	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
ISBN-10	1-63822-164-2 / 1638221642
ISBN-13	978-1-63822-164-7 / 9781638221647
Zustand	Neuware