Teaching for the Lifespan: Successfully Transitioning Students With Learning Differences to Adulthood

Your step-by-step guide to successful transition planning Transition planning is a challenging process. Finally, here’s a practical guide that makes transition planning easier so you can prepare your students with learning differences to successfully navigate adulthood. Backed by the latest research in learning and development, Teaching for the Lifespan provides the pedagogical best practices needed to promote your students’ strengths and abilities for life-long success. You’ll benefit from: A deep understanding of the  educational, vocational, social, and emotional dimensions of adulthood for students with learning differences Explicit techniques to help students with learning differences develop an awareness of proactive behaviors Strategies to help all learners achieve the demands of the Common Core and high-stakes assessments through Universal Design for Learning (UDL) Practical tips on effective IEPs, personal stories from adults with learning differences, and suggestions from real teachers  Few things feel better than seeing your students succeed years after they have finished school. With this practitioner-friendly guide, you’ll be equipped to help all students with learning challenges succeed as adults. Let’s get started! 

Table of Contents:
Introduction Part One: Context 1. The Construct of Learning Differences A Fundamental Question A Paradigm Shift to a Strengths-Based Model Historical Perspectives Definitions of Learning Disabilities: How Much do They Matter? Differences, Not Disabilities Moving Forward 2. Adult Developmental Theory and Learning Differences Theories of Adult Development Implications of Theories of Adult Development for Individuals with Learning Differences 3. Keys to Success Abraham Maslow Steven Covey Dale Carnegie Deepak Chopra Summary and Synthesis of Models of Success What is Success in Adulthood? 4. Success of Adults with Learning Differences New Perspectives Accentuate the Positive Focusing on Success Stories of Success Parto Two: Good Teaching 5. Building a Better Classroom Facing New Challenges A Multifaceted Approach to School Success (MASSive) Two Examples of the MASSive Approach The Most Critical Variable: Praise, Praise, Praise 6. The Common Core: Teaching for a Lifetime or Teaching for One Way of Life? Good Intentions, Change, and Confusion The Good The Meh The Ugly 7. Self-Understanding Building a Sense of Self Implications for Adulthood Skills for Building Relationships Social Skills and Teachable Moments The IEP as Relationship Builder A Systematic Approach to Building Self-Awareness, Self-Efficacy, and Agency 8. Breaking the Failure Cycle The Winning Picture Skills and Game Success Acquiring Social Skills Meditation not Medication Stress, Anxiety, and Other Realities of Adulthood Don’t Forget the Arts Life Skills Outside the Box Inclusion It’s not the Program. - It’s You 9. Teaching the Attributes of Successful Adults with Learning Differences Seven Attributes of Successful Adults with Learning Differences It Comes Down to This Self-Advocacy Goal Planning and Goodness of Fit Learned Creativity

About the Author :
Henry B. Reiff, Ph.D. is a writer, public speaker, researcher, and leader in the field of learning disabilities and the community. He has published numerous articles on adults and adolescents with learning disabilities and has written or co-written four books, including Exceeding Expectations: Successful Adults with Learning Disabilities, an American Library Association “Top 20 LD Resource.” His most recent book is Self-Advocacy for Students with Learning Disabilities: Making It Happen in College and Beyond. He has given presentations and workshops across the country. Currently a regular blogger on the popular website, FriendsofQuinn.com, Dr. Reiff continues to focus on promoting positive outcomes for persons with learning differences. A faculty member in special education at McDaniel College since 1989, Dr. Reiff has served as Dean of Student Academic Life and Dean of Graduate and Professional Studies for 19 of those years. He is currently Professor of Education and Coordinator of the Graduate Program in Special Education at McDaniel. He regularly counsels young adults with learning differences. He and his wife, Jacki, reside in Westminster, MD with their two children and two dogs. Dr. Nicole Ofiesh is an internationally recognized expert in the field of learning and assessment. Her experiences are diverse and span over thirty years. In her roles as a learning specialist, teacher educator, researcher, speaker, author and consultant she works with children, adolescents and adults. Her work has kept her passionate about creating positive and valid educational experiences! Dr. Ofiesh has held faculty positions at Providence College, Notre Dame de Namur University and the University of Arizona and currently conducts research at Stanford University. Dr. Ofiesh’s work is dedicated to the development of assessment systems that allow all individuals to learn and demonstrate knowledge in order to maximize performance. She regularly consults with corporations, clinics, and schools from elementary through graduate school on program design and professional development. She has served as an expert to the United States Department of Justice, Office of Civil Rights and large-scale test organizations on testing and persons with disabilities. At the heart of her work is the belief that “individuals should thrive, not simply survive.” She centers her work on research on the human condition, resilience, cognition, performance and technology. Dr. Ofiesh began to work with children with emotional and behavioral disorders in 1985 in San Francisco. Many of these children were in and out of prison. It was there she became familiar with the educational system in the United States and how successful learning experiences can change a person’s life. After returning to San Francisco State University for a Master′s degree in Learning Disabilities, Teaching Credential and Educational Therapy certificate, she continued to work as a learning specialist with children and adults. She completed her doctoral program at Penn State University in 1997 with an emphasis on transition and postsecondary education for individuals with disabilities. She is a Fellow of the International Academy for Research in Learning Disabilities and author of numerous research articles and book chapters.

Review :
"Henry Reiff and Nicole Ofiesh provide an urgently-needed, practical and comprehensive look at transition from a new perspective. The authors believe all students with learning differences can learn to succeed as adults, and they offer parents and teachers clear and applicable ways to make it happen."  "A ′must read′ book by Drs. Henry Reiff and Nicole Ofiesh, masterfully combining theory and best practices for empowering kids and adults with learning differences."