In this handbook, the authors compile more than 500 research-based, teacher-tested, transition support strategies that have been proven to work for teachers, employment specialists, families, and students.
Full of options for tailoring approaches to individual students' needs and preferences, these strategies help develop supports in school, at work, and in the community while they increase students' social competence. The handbook's easy-to-use, menu-style format lets readers turn to relevant strategies for their specific situation without having to read the entire book. Photocopiable checklists and observational forms are included throughout to help readers apply these strategies immediately.
Perfect for training teachers and for guiding IEP teams, this user-friendly resource enables teachers and families to become interactive partners with their students as they help them make a successful transition from high school to adult life.

Erik W. Carter, M.Ed., is a transition teacher in San Antonio, Texas.

About the Authors	p. xi
Foreword	p. xiii
Preface: A New Day Is Dawning	p. xvii
Acknowledgments	p. xxi
Introduction to The Transition Handbook
Why a Handbook of Transition Strategies?	p. 3
Need for a Model of Support that Works	p. 4
Life After High School	p. 5
Transition Support Models	p. 5
Purpose of a Transition Support Model	p. 6
Lack of Research on Transition Support Strategies	p. 6
A Research-Based and Teacher-Tested Support Model: The Transition Handbook	p. 6
Overview of The Transition Handbook	p. 7
Who Should Use The Transition Handbook?	p. 7
Why Should You Use The Transition Handbook?	p. 7
What Is The Transition Handbook?	p. 8
What's "New" About The Transition Handbook?	p. 8
Why a "Handbook"?	p. 8
The Research-to-Practice Gap	p. 9
Bridging the Gap: An Interactive Model of Program Development	p. 9
The Transition Handbook: An Interactive Model	p. 10
Developing The Transition Handbook	p. 10
Identifying Research-Based Transition Support Strategies	p. 10
Field-Testing the Strategies with Researchers	p. 10
Field-Testing the Strategies with Teachers	p. 11
Compiling the Strategies into The Transition Handbook	p. 11
Summary	p. 12
How to Use The Transition Handbook	p. 15
What We Did	p. 16
Participating in an Interactive Research Process	p. 16
Sharing the Support Strategies	p. 17
How We Organized The Transition Handbook	p. 17
Choosing a Layout	p. 17
Choosing an Organization	p. 17
Section I	p. 17
Section II	p. 18
Section III	p. 18
Section IV	p. 19
Appendix	p. 19
How You Can Use The Transition Handbook	p. 19
Finding the "Right" Support Strategy	p. 19
Look at the Table of Contents	p. 19
Identify the Problem	p. 19
Look at Section II	p. 20
Look at Section III	p. 21
Try a Combination of Strategies	p. 21
Finding Your Way Through Chapters 3-9	p. 21
Overview	p. 21
Photos and Drawings	p. 22
Case Studies	p. 22
Groups and Subgroups of Strategies	p. 22
Starting Up, How to Do It, and Teacher-Proven Practices	p. 22
Teachers' Quotes	p. 23
IDEA	p. 23
Evaluating Outcomes	p. 24
Cross-References	p. 24
Getting Started	p. 25
Strategies for Developing Support in the Environment
Strategies that Promote Social Acceptance	p. 29
Communicating an Attitude of Acceptance	p. 31
Collaborating with Employers and Co-workers	p. 31
Collaborating with Students, Parents, Teachers, and Community Agencies	p. 35
Promoting Diversity Awareness	p. 42
Providing Information About Students	p. 42
Stressing Students' Strengths	p. 47
Encouraging Community Involvement	p. 50
Using Technology and Media to Increase Public Support and Awareness	p. 52
Teaching Skills that Support Acceptance	p. 54
Teaching Skills to Students	p. 54
Teaching Skills to Others	p. 57
Increasing Students' Social Participation	p. 62
At School	p. 62
At Work and in the Community	p. 64
Strategies for Increasing Environmental Support	p. 69
Conducting Site Visits and Observations	p. 71
Conducting Environmental Assessments	p. 71
Observing Students' Performance	p. 80
Communicating Environmental Support Needs	p. 82
To Parents, Teachers, Community Agencies, and Others	p. 90
Interviewing Parents and Important Others	p. 92
Developing Environmental Support Plans	p. 94
Developing Individual Environmental Support Plans	p. 94
Incorporating Environmental Supports into Instruction	p. 97
Gaining Access to Existing Environmental Supports	p. 100
Gaining Access to Support Services	p. 100
Establishing Interagency Collaboration	p. 100
Modifying the Environment	p. 102
Providing Needed Materials	p. 102
Making Environmental Modifications	p. 104
Strategies for Increasing Social Support	p. 109
Conducting Site Visits and Observations	p. 111
Conducting Social Support Assessments	p. 111
Observing Students' Interactions	p. 115
Communicating Social Support Needs	p. 118
To Parents, Teachers, Community Agencies, and Others	p. 118
Collaborating with Students, Parents, and Important Others	p. 120
Developing Social Support Plans	p. 123
Developing Individual Social Support Plans	p. 123
Incorporating Social Support into Instruction	p. 129
Gaining Access to Existing Social Support	p. 131
In the Community and at School	p. 132
Among Individuals	p. 134
Strategies for Increasing Students' Competence
Strategies for Identifying and Promoting Students' Strengths	p. 139
Observing Performance and Collecting Data	p. 141
Observing Students' Performance	p. 141
Collecting Data and Reviewing Students' Evaluations	p. 150
Assessing Students' Strengths and Needs	p. 155
Using Informal Assessment Methods	p. 155
Using Formal Assessment Methods	p. 164
Communicating Students' Strengths and Needs	p. 166
Collaborating with Parents, Teachers, and Others	p. 166
Interviewing Students and Others	p. 170
Teaching Skills that Need Strengthening	p. 172
Teaching New Skills	p. 173
Incorporating New Skills into Daily Life	p. 175
Strategies for Teaching Self-Determination	p. 179
Promoting Students' Self-Determination	p. 182
Educating Students About Self-Determination	p. 182
Collaborating with Peers, Parents, and Others	p. 185
Teaching Self-Management and Self-Determination Skills	p. 187
Teaching Self-Management	p. 189
Teaching Students to Use Self-Instruction	p. 197
Teaching Students to Use Permanent Prompts	p. 201
Teaching Students to Use Self-Monitoring and Self-Reinforcement	p. 209
Incorporating Self-Determination into Daily Living	p. 214
Managing Everyday Living	p. 214
Providing Opportunities for Self-Determination	p. 217
Strategies for Increasing Students' Choice and Decision Making	p. 219
Identifying Students' Opportunities for Choice and Decision Making	p. 222
Observing Students' Choices	p. 222
Collecting Data on Students' Choices	p. 225
Assessing Students' Choices and Preferences	p. 230
Collaborating to Increase Students' Choice and Decision Making	p. 241
Communicating with Parents, Teachers, and Others	p. 242
Involving Students in the Individualized Education Program Process	p. 244
Teaching and Increasing Students' Choice and Decision Making	p. 249
Teaching Choice and Decision Making	p. 249
Increasing Students' Choice and Decision Making	p. 257
Strategies that Promote Social Interaction	p. 261
Increasing Students' Social Interactions	p. 264
In General Education Classes	p. 264
In Extracurricular Activities	p. 266
At Work and in the Community	p. 268
Promoting Peer Involvement	p. 273
In-School Activities	p. 277
By Peer Buddies and Co-workers	p. 278
Increasing Opportunities for Social Interaction	p. 280
Modifying Environments and Curricula	p. 280
Collaborating with Others to Promote Social Interaction	p. 283
Teaching Social Interaction Skills	p. 285
Using Direct Instruction	p. 285
Using Role-Playing and Problem-Solving	p. 290
Peer-Delivered Social Skills Programs	p. 292
Epilogue
Epilogue	p. 301
Appendix
Blank Forms	p. 309
Resources	p. 353
Index of Support Strategies	p. 407
Index of Student Skills	p. 415
Table of Contents provided by Syndetics. All Rights Reserved.

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