Transition Planning for Secondary Students With Disabilities

by Flexer, Robert W.; Simmons, Thomas J.; Luft, Pamela; Baer, Robert M.

• ISBN13: 9780130205728
• ISBN10: 0130205729
• Format: Paperback
• Copyright: 2001-01-01
• Publisher: Pearson

Summary

This text is appropriate for courses on secondary special education and transition. This comprehensive text provides broad coverage of transition content ranging from the legislative-policy base to specific transition activities. The resulting integration of policy and practice systematically builds the reader's understanding and provides guidelines of effective transition practice. Cross-categorical case studies and practical examples delineate the role of teachers as part of a transition team and illustrate in a practical manner how to do transition.

Table of Contents

Section I Transition Foundations	1	(160)
History and Transition Legislation	2	(36)
Robert W. Flexer
Definitions and Essential Elements of Transition	3	(5)
IDEA-Mandated Transition Services	3	(1)
Division on Career Development and Transition Definition	4	(1)
The Essential Elements of Transition	5	(2)
A Transition Law Framework	7	(1)
Policy and Social Foundations Through the 1960s	8	(4)
The Development of Societal Values	8	(3)
Legislation of the 1960s	11	(1)
Policy Foundation and Legislation of the 1970s	12	(7)
Precursors of the Disability Rights Movement	12	(2)
Legislation of the 1970s	14	(5)
Legislation of the 1980s	19	(4)
Special Education and Vocational Education Legislation	20	(2)
Employment and Training Programs	22	(1)
Rehabilitation and Developmental Disability Legislation	22	(1)
Transition-Related Legislation of the 1990s	23	(7)
Americans with Disabilities Act	23	(2)
Access and Accommodation	25	(1)
Rehabilitation Act Amendments of 1992 and 1998 and Work Force Investment Act of 1998	26	(1)
Goals 2000, School to Work Opportunity Act, and the 1990 and 1998 Carl D. Perkins Act Amendments	27	(3)
Idea of 1990 and 1997	30	(8)
Idea 1990	30	(1)
Idea of 1997	31	(1)
Conclusion	32	(6)
Transition Models and Best Practices	38	(31)
Robert W. Flexer
Rachel K. McMahan
Robert Baer
Early Transition Models	39	(3)
Work-Study Programs	39	(2)
The Career Education Initiative	41	(1)
Models of Transition in the 1980s	42	(6)
Will's Bridges Model	42	(1)
Halpern's Alternative to the Bridges Model	43	(1)
Linkages in Transition Systems	44	(1)
Work Preparation Models	45	(3)
Emerging Models of the 1990s	48	(8)
Quality-of-Life Focus on Transition	48	(1)
Kohler's Model	49	(2)
Siegel's Model	51	(3)
Problems in Defining ``Best Practices'' in Transition	54	(2)
Best Practices in Transition	56	(12)
Self-Determination	57	(2)
Ecological Approaches	59	(1)
Individualized Backward Planning	60	(1)
Service Coordination	61	(1)
Community Experiences	62	(2)
Access and Accommodation Technologies and Related Services	64	(1)
Supports for Postsecondary Education	65	(1)
Family Involvement	66	(1)
Systems Change Strategies	67	(1)
Conclusion	68	(1)
Career Development: Theories for Transition Planning	69	(26)
Pamela Luft
Lynn C. Koch
Overview	70	(5)
The Relationship of Career Development to Transition Planning	71	(2)
Additional Goals of Transition Planning	73	(2)
Careers for Individuals with Disabilities	75	(1)
Theories of Career Development	76	(6)
Structural Theories	79	(1)
Developmental Theories	79	(1)
Work-Adjustment Theories	80	(1)
Krumboltz's Social Learning Theory	81	(1)
Models for Applying Career Development Theories to Students with Disabilities	82	(7)
Ecological Model of Career Development	83	(2)
Framework for Linking Career Theory and Practice	85	(4)
The Career Development of Students with Disabilities	89	(3)
Conclusion	92	(3)
Transition Collaborators	95	(25)
Thomas Simmons
Jackie June
Robert W. Flexer
Key Concepts in Transition Collaboration	96	(6)
The Interface of Transition Collaboration	97	(1)
Transition Disciplines	98	(2)
Team Models	100	(2)
Transition Roles	102	(2)
Transition Coordinator	102	(1)
Transition Collaborator Responsibilities	102	(2)
School-Based Programs and Services	104	(5)
Special Education Teacher	104	(3)
Related Service Providers	107	(1)
Academic and Technical Content Teachers	107	(1)
Administrators	108	(1)
Public Sector Support Services Collaborator	109	(4)
Federal/State Vocational Rehabilitation Program	110	(1)
Long-Term Support Agencies	111	(2)
Postschool Education and Training Service Collaborators	113	(1)
Case Study of an Interagency Agreement	113	(1)
Collaboration and Group Process	114	(1)
Stages of Team Development	115	(2)
Additional Aspects of Group Dynamics	116	(1)
Transition Team Processes	117	(1)
Students' Needs, Interests, and Preferences	117	(1)
Outcome-Oriented Process	117	(1)
Interagency Responsibilities and Linkages	118	(1)
Movement from School to Postschool Activities	118	(1)
Conclusion	118	(2)
Multicultural Competence in Transition Planning Processes	120	(41)
Pamela Luft
Overview of Culture	121	(5)
Our Diverse Country	121	(1)
American Cultural Forces	122	(2)
Defining Cultural Competence	124	(1)
Multicultural Issues for Transition	124	(2)
Cultural Diversity in Special Education	126	(6)
Special Education Placement Patterns	126	(2)
Institutionalized Cultural Values	128	(1)
Cross-Cultural Concerns for Transition Professionals	129	(2)
Status Issues of Families	131	(1)
The Impact of Cultural Difference on Transition Mandates	132	(22)
Contrasting Transition Values	133	(4)
Negotiating Multicultural Differences	137	(10)
Negotiating Transition Mandates	147	(7)
Providing Culturally Competent Transition Planning Services	154	(4)
Professional and In-Service Training	156	(1)
Strategies for Supporting Minority Parents	157	(1)
Comprehensive Cultural Training	157	(1)
Conclusion	158	(3)
Section II Career and Transition Services	161	(142)
Career and Vocational Education	162	(35)
Pamela Luft
Lynn C. Koch
Deborah Headman
Patrick O'Connor
Overview	163	(3)
Definitions of Career and Vocational Education	163	(2)
Historical Influences and Legislative Mandates	165	(1)
Career and Vocational Education Programs	166	(8)
Career and Vocational Education Models	166	(5)
Stages of Career and Vocational Education	171	(2)
Foundational Skills and Attitudes	173	(1)
Integrating Academic and Career Skills	174	(7)
Academic Skill Development	174	(2)
Classroom-Based Career Development	176	(1)
Community-Based Career Experiences	177	(2)
Career Planning Strategies	179	(2)
Monitoring Career Development Processes	181	(4)
Monitoring the Student	182	(1)
Monitoring Potential Work and Living Environments	182	(2)
Monitoring Congruence Between the Student and Potential Work and Living Environments	184	(1)
Career-Specific Vocational Preparation	185	(4)
Labor Market Trends and Forces of Change	186	(1)
The Structure of Vocational Education	187	(1)
Types of Vocational Programs	187	(1)
Interfacing Vocational Education with Transition Planning	188	(1)
Initiating a Career: Placement and Linkages	189	(3)
Job-Seeking Interventions	189	(1)
Community Linkages	190	(2)
Maintaining and Advancing in Careers	192	(3)
Supported Employment	193	(1)
Career Maintenance Clubs	194	(1)
Accommodations Planning	194	(1)
The Portfolio as a Career Maintenance Strategy	195	(1)
Conclusion	195	(2)
Transition Assessment and Postschool Outcomes	197	(30)
Robert W. Flexer
Pamela Luft
Overview of Transition Assessment	199	(7)
Characteristics of Transition Assessment	199	(2)
Defining Transition Domains	201	(2)
IDEA Requirements	203	(2)
Functional Assessments	205	(1)
Formal Transition Assessments	206	(5)
General Skills Test	207	(1)
Current and Future Working Environments	208	(1)
Current and Future Living Environments	209	(1)
Current and Future Personal-Social Environments	209	(1)
Academic Assessment	210	(1)
Informal Transition Assessments	211	(12)
Student School Records	213	(1)
Curriculum-Based Assessment	213	(1)
Criterion-Referenced Assessment	214	(1)
Portfolio Assessment	214	(1)
Surveys and Interviews	215	(1)
Situational Assessments	216	(4)
Work Samples	220	(1)
Behavioral Assessment	220	(1)
Appropriate Use of Tests	221	(2)
Interdisciplinary Assessment Processes	223	(2)
Collaborative Processes	223	(1)
Comprehensive Transition Planning	224	(1)
Conclusion	225	(2)
Curriculum Development and Transition	227	(20)
James Krouse
Richard Sabousky
Overview of Curriculum	228	(3)
Definition of Curriculum	228	(2)
Academic, Vocational, and Functional Curricula	230	(1)
Fads in Special Education	231	(1)
General Education Curriculum	231	(5)
Existing Instructional Systems	231	(1)
State Standards and Curriculum	231	(5)
Social Skills	236	(2)
Functional Skills	238	(6)
Functional Curricular Models	239	(1)
Major Components of a Functional Curriculum	240	(4)
Functional Curriculum and Transition	244	(1)
Functional Curriculum Considerations	244	(1)
Barriers to Curriculum Development	245	(1)
Conclusion	245	(2)
Instructional Strategies	247	(25)
Bryan G. Cook
Cindy Trevino
Lysandra Cook
Melody Tankersly
Effective Teaching	248	(10)
Learning Time	249	(1)
Review and Preview	250	(1)
Demonstration	251	(1)
Practice	251	(2)
Accountability and Assessment	253	(1)
Behavior	253	(3)
Application of Effective Teaching Literature to Students with Disabilities	256	(1)
Application of Effective Teaching Literature to Transition Curricula	257	(1)
Complementary Instructional Techniques	258	(13)
Cooperative Learning	258	(3)
Self-Monitoring	261	(2)
Community-Based Instruction	263	(8)
Conclusion	271	(1)
The Role of Technology in Transition Planning	272	(31)
Deborah Bauder
Preston Lewis
The Importance of Technology	273	(3)
Legislation and Definitions	273	(1)
Examples of Assistive Technology	274	(2)
Application of Technology	276	(5)
Barriers to Implementation of Assistive Technology	281	(7)
Lack of Professional Development or Teacher Training	286	(1)
Assistive Technology Support Services Not Always School Based	286	(1)
Need for Follow-Up Services	287	(1)
Inability to Evaluate Assistive Technology before Purchase	287	(1)
Lack of Parent Knowledge of Assistive Technology	287	(1)
Technology and Transition	288	(2)
Technology, Transition, and IDEA Principles	290	(4)
Students' Needs, Interests, and Preferences	290	(1)
Outcome-Oriented Process	291	(1)
Movement from School to Postschool Settings	292	(1)
Interagency Responsibilities	293	(1)
Role of Technology in Postschool Environments	294	(5)
Work Environments	295	(2)
Community Environments	297	(1)
Recreational and Leisure	297	(1)
Travel	298	(1)
Home	299	(1)
Conclusion	299	(4)
Section III Transition Planning	303	(112)
Participatory Decision-Making: Innovative Practices That Increase Student Self-Determination	304	(29)
James E. Martin
Laura Huber Marshall
Randall L. De Pry
Self-Determination: The Basic Facts	305	(6)
The Choice Strand	305	(2)
The Goal Setting and Attainment Strand	307	(1)
Which Strand?	307	(1)
Self-Determination Components	308	(2)
The Importance of Self-Determination	310	(1)
Federal Laws, Regulations, and State Practice	310	(1)
Infusion of Self-Determination into the IEP	311	(5)
Establishing Self-Determination as an IEP Need Area	312	(3)
Standard-Referenced IEPs	315	(1)
Teaching Self-Determination and Creating Participatory Decision-Making Opportunities	316	(14)
The ChoiceMaker Series	316	(2)
Teaching and Creating Opportunities for Choosing Goals	318	(4)
Teaching and Creating Opportunities for Expressing Goals	322	(2)
Teaching and Creating Opportunities for Attaining Goals	324	(1)
Impact of Take Action Lessons	325	(1)
Teaching and Creating Opportunities for Students with Severe Needs	326	(4)
Student-Directed Functional Assessment and Behavior Support Planning	330	(1)
Traditional Approach	330	(1)
Student-Directed Functional Assessment and Behavior Support Planning	330	(1)
Opportunity for Participatory Decision Making	331	(1)
Conclusion	331	(2)
Transition Planning	333	(31)
Robert Baer
Transition Planning and the IDEA of 1990 and 1997	334	(5)
IDEA Regulations Pertaining to Determining Student Needs, Interests, and Preferences	337	(1)
IDEA Regulations Pertaining to Outcome-Oriented Transition Planning	337	(1)
IDEA Regulations Pertaining to Developing a Coordinated Set of Activities	337	(1)
IDEA Regulations Pertaining to Promoting Student Movement to Postschool Activities	338	(1)
Common Myths in Regard to IDEA Transition Policy Implementation	338	(1)
Myth One: There Is One Transition Planning Process for All Students	338	(1)
Myth Two: Transition Planning Occurs Only in the IEP/Transition Meeting	338	(1)
Myth Three: Transition Plans Cover One Year	339	(1)
Myth Four: Transition Teams Meet Only Annually	339	(1)
Preparing for the Transition Meeting	339	(10)
Choosing Transition Planning Processes	339	(2)
Time Lines for Transition Planning	341	(1)
Forming the Transition Planning Team	341	(3)
Transition Assessments	344	(3)
Transition Service Options	347	(1)
Backward Planning	348	(1)
Preparing for Student and Family Led IEP/Transition Meetings	349	(1)
Implementing the Transition Plan	349	(10)
Writing the Statement of Needed Transition Services into the IEP	349	(1)
Assessing Transition Progress Using a Career Portfolio	350	(2)
A Case Study on Transition Planning	352	(4)
Writing IEP Goals for Transition Services	356	(3)
Questions Families Frequently Ask	359	(3)
Conclusion	362	(2)
Coordinating Transition Services	364	(22)
Robert Baer
Phillip Rumrill
Service Coordination: A Brief History	365	(2)
Goals of Transition Service Coordination	367	(14)
Student-Focused Planning	367	(1)
Planning	368	(6)
Student Development	374	(2)
Family Involvement	376	(1)
Collaboration	376	(3)
Development of Program Attributes and Structures	379	(2)
A Case Study in Transition Service Coordination	381	(3)
Conclusion	384	(2)
Family Involvement	386	(29)
Lisa Turner
History of Family Involvement	389	(1)
Parent Involvement in the IEP Process	389	(7)
Passive participation	389	(1)
Lack of Equal Status in Decision Making	389	(1)
Types of Parent Participation/Interaction	390	(1)
Lack of IEP Efficacy	390	(1)
Minimal Roles in the Planning Process	391	(1)
Need for Parent Training	391	(1)
Parent Involvement in Transition Planning	392	(1)
Parents as Key Component in Transition Planning Process	392	(1)
Limited Research Substantiating Parent Involvement	392	(1)
Empirically Substantiated Positive Parent Effect on Outcome	393	(1)
Empirically Substantiated Parent Involvement as a Recommended Practice	393	(1)
Parents' Desire for More Involvement	394	(1)
Lack of Information Provided to Parents	394	(1)
Students' Perspectives	395	(1)
Parent Roles and Responsibilities	396	(3)
Parental Expectations	396	(1)
Transition Team Membership	396	(1)
Transition Planning Roles and Responsibilities	397	(1)
Attributes of Parents	397	(1)
Family Functions	397	(1)
Cultural and Linguistic Differences	398	(1)
Strategies for Family Involvement	399	(14)
Guidelines for Parent Participation	399	(1)
Need for Parent Education/Training	399	(2)
Need for Specific Knowledge Regarding Outcome Areas and Service Options	401	(1)
Preplanning Opportunities	401	(1)
Effective Method to Increase Active Parent Participation	401	(1)
Informing Parents Regarding Legal Rights	402	(1)
Legislative Guidelines for Parent Involvement in Shared Decision Making	403	(1)
Parent as Advocate	404	(1)
Professionals as Advocates	405	(1)
Social Support Mechanisms	406	(1)
School Initiated Training for Parents	406	(1)
Provision of Community Experiences	406	(1)
Information Regarding Adult Service Programs	407	(1)
Parent-to-Parent Support Groups	407	(1)
Professional Regard for Parents	408	(5)
Conclusion	413	(2)
Section IV Postschool and Community Environment	415	(126)
Transition to Employment	416	(23)
Thomas J. Simmons
Barry Whaley
Four IDEA Principles and Relation to Employment	417	(1)
Postschool Employment Agencies	418	(7)
Vocational Rehabilitation Agency	419	(3)
Developmental Disabilities Agencies	422	(1)
Mental Health Agency	423	(1)
State Bureau of Employment Services	424	(1)
Work Force Investment Act	425	(1)
Employment and Employer Involvement, Models and Practices	425	(10)
Why Real Jobs?	426	(2)
Supported Employment	428	(1)
Four Features of Supported Employment	429	(6)
Social Welfare, Social Entitlements, and Work Incentives	435	(1)
Social Security/Disability Insurance	435	(1)
Supplemental Security Insurance	435	(1)
Additional Work Incentives	435	(1)
Services and Agency Delivery Matrix	436	(1)
Conclusion	436	(3)
Postsecondary Education and Career Paths	439	(35)
Deborah Durham Webster
Greg Clary
Penny L. Griffith
Why Go to College?	440	(1)
Secondary and Postsecondary Programs	441	(15)
Participation and Outcomes in Postsecondary Programs	441	(2)
Types of Postsecondary Programs	443	(2)
High School versus Postsecondary Environments	445	(6)
Disability Support Services in Postsecondary Settings	451	(1)
College Climate	452	(4)
Four Essential Elements of Transition	456	(4)
Determining Students' Needs and Interests	457	(3)
Identifying Goals and Preparing Students for Postsecondary Outcomes	460	(8)
Interagency Responsibility and Linkages	464	(1)
Promoting Positive Postsecondary Outcomes	464	(4)
Enhancing Participation in Postsecondary Education	468	(3)
Social Aspects of a Postsecondary Education	468	(1)
First-Generation College Students	469	(1)
Rural Students	469	(1)
Specialized Programs	470	(1)
Conclusion	471	(3)
Recreation and Leisure in the Community	474	(25)
Joyce Strand
Janice Kreiner
Community Participation, Recreation and Leisure	476	(3)
Transition Needs	476	(1)
Health and Wellness	477	(1)
Community-Based Programs	478	(1)
Essential Elements of Transition	479	(8)
Students Needs, Interests, and Preferences	480	(1)
Outcome-Oriented Process	481	(3)
Interagency Responsibility or Linkages	484	(2)
Movement from School to Postschool Activities	486	(1)
Leisure Program Options	487	(2)
Specific Programs	487	(2)
Implementation of Leisure Programs	489	(6)
Transition Coordination for Recreation and Leisure	489	(2)
Roles and Responsibilities	491	(2)
Individualized Leisure Planning and Supports	493	(2)
Assessment	495	(2)
Leisure Assessment Instruments	495	(2)
Leisure Skills, Age Appropriateness, and Safety	497	(1)
Conclusion	497	(2)
My Home: Developing Skills and Supports for Adult Living	499	(42)
James A. Knoll
Carolyn Bardwell Wheeler
The Parental Perspective: Life Is More Than a Job	500	(1)
The Personal Perspective: Young and Restless	501	(2)
Transition to a New Vision	503	(1)
From Placements to People	504	(6)
Relocation	504	(1)
Renovation	505	(4)
Revisioning	509	(1)
Living in My Own Home	510	(9)
Supported Living	511	(2)
Current Challenges	513	(1)
Access to Supported Living	514	(1)
One State's Approach to Supported Living	515	(4)
Personal Assistance Services	519	(4)
Access to Personal Assistance Services	520	(3)
Transition to Interdependent Life as an Adult	523	(13)
Vision	524	(2)
Skills	526	(2)
Resources	528	(6)
Supports	534	(2)
Conclusion	536	(5)
Appendixes	541	(30)
A Self-Evaluation Strategies to Assist in Examining Cultural Beliefs and Multicultural Compentence	542	(1)
B Relationships with Minority Families	543	(1)
C Life-Centered Career Education Transition Model and Competencies	544	(4)
D Glossary of Terms Commonly Used in Transition Planning	548	(7)
E Sample Blanket Release of Information and Member Agreement	555	(4)
F Self-Survey of Transition Practices	559	(12)
References	571	(34)
Name Index	605	(9)
Subject Index	614