Pathways to Successful Transition for Youth with Disabilities: A Developmental Process

Bringing together the expertise of two of the most experienced scholars in transition personnel preparation this up-to-date text offers a balanced presentation of theory, research, and practice in regard to career guidance and transition for youth with disabilities. Its contemporary focus on such issues as inclusive education, cultural and linguistic diversity, and self-determination and advocacy creates a text with broad-based appeal; while its thorough scholarship supports content with a solid foundation in theory and research. The text is divided into three sections: Philosophical and Policy Foundations (Chapters 1-5), Implementation of Transition in Local Systems (Chapters 6-12), and Cultural Issues and Leadership for Transition (Chapters 13 & 14), which can be used together or independently. It includes a unique, cross-categorical model emphasizing a wide variety of transition pathways; and, offers numerous practical suggestions for how to draft IEP transition language related to this model. The authors address many of the emerging issues and content areas not fully addressed in other transition texts, those being: The role of the general education teacher in middle and secondary general education classrooms and in community-based experiences; The crucial need for better educational and employment preparation systems to support youth with disabilities;  The challenge educators face in developing educational programs that serve a diverse population of learners, including those with disabilities, at-risk for school failure, former school drop-outs, those with limited English proficiency, and teen parents; Sensitivity to and conceptual understanding of how cultural orientation affects attitudes toward work and careers; The need for transition professionals to clearly link self-determination concepts, career assessment, and individual transition planning; A deep understanding of the history of transition services, and the federal and state laws that provide authority and guidance to practice. This thoroughly updated text covers research-based best practices and ensures readers come away with the most current information and the broadest possible definition of transition.

Table of Contents:
PART I        PHILOSOPHICAL AND POLICY FOUNDATIONS FOR TRANSITION   1.    Introduction to Transition How Is Transition Defined? What Is a Pathways Approach: The Developmental Framework for Transition? Why Is Transition Important for Youth with Disabilities and What Are the Benefits? How Does Transition Fit Within the General Education Curriculum? 2.    Student Populations and Their Transition Needs What Is Diversity? Who Are Special Learners and What Are Their Transition Needs? What Other Risk Factors Affect Successful Transition to Adult Life? Who Are Culturally and Linguistically Diverse Students? Who Are Middle School Students and What Are Their Transition Needs? How Do Families' Needs Change Along the Developmental Path of Transition? 3.    History and Philosophy of Transition What Are the Historical Roots of Career Education and Transition? What Philosophies Form the Foundation for Transition Practices? What Theories Form the Foundation for Transition Practices? How Are Philosophies and Theories Applied to the Developmental Pathways to Transition? 4.    Federal Legislation, Research, and State Initiatives Advance Transition Policy and Programs How Has Transition Policy Evolved: Four Generations? How Have Broad Education Reforms Affected the Development of Transition Services? How Has Case Law Shaped Transition Practices? How Does the Individuals With Disabilities Education Act of 2004 Strengthen Transition Services? How Does the No Child Left Behind Act of 2001 Promote Transition Services? How Does the NCLB Requirements for Adequate Yearly Progress (AYP) Impact Transition Services? What Related Laws Promote Transition Services? 5.    Coordinating Systems and Agencies for Successful Transition: Middle School to Postsecondary Why Is Service Coordination Important for Transition Services? What Is Service Coordination? How Has Service Coordination Evolved as a Practice? What Philosophies Have Shaped the Development of Service Coordination? What National and State Policies Promote Service Coordination? What Is the Role of the Family in System Coordination for Transition? PART II        IMPLEMENTING TRANSITION IN LOCAL SYSTEMS   6.    Research-Based Best Practices in Transition What Does the Term "Best Practices" in Transition Mean? What Are Best Practices for Transition Service Coordination? What Are Best Practices for Transition Education Programming? What Are Best Practices for Transition Planning? 7.    Transition Assessment What Is Transition Assessment and How Does It Differ from Traditional Assessment in Special Education? Who Is Involved in the Transition Assessment Process and What Skills Do They Need? What Is Involved in the Development of a Transition Assessment Plan? What Transition Assessment Models and Methods Are Recommended? How Can Transition Assessment Data Be Used to Help Select and Evaluate an Appropriate High School Course of Study and Transition Pathway for Youth with Disabilities? 8.    Transition Pathways What Is the Model and Philosophy of Transition Pathways for Youth with Disabilities? What Are the Various Pathways to Transition That Youth with Disabilities Can Choose As They Move Into, Through, and Beyond High School to a Quality Adult Life? How Are These Pathways Similar and Different From One Another with Respect to Transition Planning and Programming Considerations? 9.    Transition Planning for Coordinated Services What Are IEP Transition Services Requirements and How Are They Written Into the IEP? What Should Be Written First on an IEP? What Do Transition Goals Look Like in Middle and High School? What Steps Are Involved in Planning and Conducting a Professionally Driven IEP Transition Planning Meeting? How Can Youth with Disabilities Be Prepared to Conduct Student-Directed IEP Transition Planning Meetings? 10.  Interagency Agreements for Transition What Are Interagency Agreements? Why Are Interagency Agreements Important for Transition? What Kinds of Service Coordination Models Exist? What Is the Service Coordination Role? How Is an Interagency Agreement Established? (10 Steps in Development) How Can the Success of Interagency Agreements Be Measured? 11.  The Final Phase of Transition: Follow-Up and Evaluation What Is the "Hand-Off" Process in the Final Phase of Transition and What Models Are Available? What Follow-Up Practices Are Recommended to Monitor Post-School Transition Services? How Should Transition Services Be Evaluated After High School Completion? 12.  Transition to Post-High School Settings What Postsecondary Options Are There? Who Participates in Postsecondary Options? What Changes As The Student Moves from the Secondary to the Postsecondary World? What Strategies Assist Youth with Transition to Postsecondary Education? What Strategies Assist Youth with Transition to Employment? What Can We Learn from the Voices of Youth? PART III        CULTURAL ISSUES AND LEADERSHIP FOR TRANSITION   13.  Transition of Culturally and Linguistically Diverse Youth with Disabilities How Do Transition Outcomes of Culturally and Linguistically Diverse (CLD) Youth with Disabilities Compare with Their Non-CLD Peers? What Barriers to Transition Exist for CLD Youth and Their Families? What Are Best Practices in Transition for CLD Youth with Disabilities and Their Families? How Should the Quality of Transition Services to CLD Youth and Their Familiies Be Evaluated? 14.  Teachers as Transition Leaders How Is Teacher Leadership Defined and Why Is It Important? What Knowledge and Skills Do Special Education Teachers Need to Serve as Effective Transition Leaders? How Can Special Education Teachers Provide Leadership to Improve Transition Outcomes for Youth with Disabilities?