Growing up : transition to adult life for students with disabilities

著者

書誌事項

Growing up : transition to adult life for students with disabilities

Daniel E. Steere, Ernest Rose, Domenico Cavaiuolo

Pearson Allyn and Bacon, c2007

大学図書館所蔵 件 / 全4件

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

Through case studies and clearly presented content, this book helps readers learn what they can do to assist students with disabilities in achieving positive adult outcomes. Professionals, students of special education and families of students with disabilities will all benefit from this comprehensive introduction to transition services. This book provides a comprehensive and clear introduction to effective transition services for students with disabilities who are leaving the special education system. The Prologue and Chapter 1 provide an overview of the topic of transition services, and the remaining chapters go into detail about specific aspects of the transition planning process. The central roles of students with disabilities and their families are emphasized. Case studies of two individuals, one with mild disabilities and one with severe disabilities, are followed throughout the text to illustrate effective practices, ensuring readers are able to apply the content to students with different types and severity of disabilities, and are able to understand how practices can be tailored to meet individual student needs. The content is presented so that readers can apply key strategies immediately in their work as teachers or in other professional capacities. Research Summaries in each chapter address the research basis for effective practices that are discussed throughout the book. Spotlight on History in most chapters provides a short biography on an individual who made a significant contribution to the development of transition services. Additional resources and websites are included at the end of each chapter.

目次

Each chapter begins with "Chapter Objectives" and "Key Topics to Look For in This Chapter..." and concludes with "Chapter Summary," "Application Activities For Practice and Enhanced Understanding," "For Your Portfolio," and "References." Foreword. Preface. Acknowledgments. Prologue: Overview of Transition to Adult Life for Students with Disabilities. 1. Transition to Adult Life for Students with Disabilities: Foundations, Definitions, and Legislation. What Is the Purpose of Public Education? Definitions of Transition Legislative Definitions A Definition from the Field A Broader Perspective on Transition Other Aspects of Transition Shift from Entitlement to Eligibility Domains of Adult Living Visions of Success Sue Anne Mike 2. Student Perspectives and Involvement in Transition. Concerns and Interests of Typical Adolescents Research on Students' Involvement in Transition Planning Self-Determination: Taking Charge of Your Own Life Sue Anne and Mike Involving Students in Transition Planning Before Planning Meetings After the Planning Meeting Creative Approaches to Involving Students and Their Families Person Centered Planning Mike's Person Centered Plan 3. Families' Perspectives and Involvement in Transition Times of Change in the Lives of Families The Family as a System Research on Families in Transition Transition and the Families of Sue Anne and Mike Cultural Differences and Families Challenges to Family Involvement in Transition Planning Schedule Changes Changes in Focus of the Program Who to Trust? Where Is the Celebration? What Is Best for Our Child, and For Us? Creative Strategies for Better Involving Families in Transition Planning Build Trust Heighten Awareness Ask Guiding Questions Provide Information Provide Support and Reassurance Help Identify Family Resources Connect to Sources of Support 4. The Transition Planning Process. Setting the Stage: James' Transition Plan Research on Transition Planning for Students with Disabilities The Importance of Effective Transition Planning A Closer Focus on Transition The Transition Planning Process Transition Planning Transition Preparation The IEP Meeting for Transition Planning IEP/Transition Planning Team The Planning Meeting Prepare for the Transition Planning Meeting Make Introduction and Clarify the Purpose Sequence the IEP and Transition Discussion Clarify Participant Responsibilities in an Action Plan Summarize the Meeting Results The Transition IEP Generic Transition Planning Practices Clarification of a Vision of Success to Guide Transition Efforts Close Collaboration and Support of Family and Significant Others Dynamic Assessment Processes, Based on Relevant Questions Reference of Curricula to Local Community Environments Individual Sequences of Assistance to Enhance Optimal Learning Connections to Sources of Community Support 5. Interaction Across Agencies. Setting the Stage, Part II: A Return to James' Transition Plan Research of Collaboration and Interaction Across Agencies Community Linkages Adult Service Options Federally Funded Programs and Services Vocational Rehabilitation (VR) Social Security State-funded Programs and Services Development Disabilities/Mental Retardation and Mental Health Offices Local Service Providers Role and Responsibilities of Adult Service Agencies Student Responsibility in Identifying and Selecting Service Providers Potential Barriers to Interagency Collaboration and/or Community Linkages Sue Anne and Mike 6. Interaction with Businesses. Research Related to Interacting with Businesses The Role of Business and Industry in Transition Programs Sue Anne Mike Developing Community-based Training Experiences Steps in Developing Community-based Training Experiences Developing Jobs for Adulthood Compatibility Matching Job Analysis Adapting Jobs and Designing Reasonable Accommodations Teaching Students to Develop Their Own Jobs Develop and Update One's Own Resume Develop a Network of Support Practice Interviewing Skills Analyze Jobs and Assess the Quality of the Match Developing Community-based Employment Training Sites that Meet Department of Labor Guidelines Workplace Culture and Natural Supports Job Development Job Training Follow-Along 7. Transition to Postsecondary Education. Beyond IDEA: Laws and Regulation for Adults with Disabilities The Rehabilitation Act of 1973, Section 504 The Americans with Disabilities Act (ADA) The Family Educational Rights and Privacy Act (FERPA) Self-Determination as an Organizing Concept for the Transition to Postsecondary Education Defining Self-Determination Teaching the Skills of Self-Determination Alberto Planning the Transition to Postsecondary Education Independent-Living Skills-Start Early, Teach Often Academic Planning Credit-based Transition Programs Some Practical Matters Affecting Choice Assistive Technology and Universal Design Assistive Technology Universal Design 8. Moving Out of the Family Home to Community Living. Overview: When Typical Young People Move Away from Home Developing Skills for Independence Impact on Young People and Their Families The Range of Options for Community Living for Young People with Disabilities Supported Living Philosophy and Approach The Reality of Waiting Lists Research Related to Community Living for Individuals with Disabilities Acquiring Skills for Community Living Transition Planning for Community Living Community Involvement and Participation Sue Anne and Mike Sue Anne Mike 9. Models for Integrated Community Employment. Mike Wants to Work Research on the Development of Integrated Employment Opportunities The Role of Education in Preparing for Employment Supported Employment Defining the Elements of Supported Employment Key Components of Supported Employment Models of Supported Employment Assessment for Community Employment Vocational Assessment and Planning Initiating Career Development: How It All Comes Together 10. Curriculum for Students in Transition. Research Related to Secondary-Level Curriculum and Transition Post-School Outcomes: The Guiding Force in Curriculum Development Sue Anne Mike Functional Adult Living Skills for All Students Curriculum Standards and Infusion of Functional Skills Perspectives of Business and Industry Using the Community for Instruction Develop Relationships with Community Businesses Ensure Connection to the IEP Address Multiple Skills Schedule Regular Instruction in the Community Promote Inclusion in the Community 11. Recreation, Leisure, and Healthy Living for Students in Transition. Research Related to Recreation, Leisure, and Healthy Living for People with Disabilities Recreation and Leisure for Students in Transition Options for Community Recreation Sue Anne Mike Options for Recreation in t he Home Friends and Community Connections Addressing Recreation and Leisure Through the Curriculum Processing for Identifying Appropriate Recreation and Leisure Activities Developing Patterns of Healthy Living Dimensions of a Healthy Adult Lifestyle Threats to Healthy Living Addressing Healthy Living Through the Curriculum 12. International Issues and Practices in Transition Services and Employment of Individuals with Disabilities. Employment and Rehabilitation Practices in European Countries United Kingdom (UK) Sweden Germany Employment and Rehabilitation Issues in the Developing World Culture Public Policy Impairment Employment and Rehabilitation Practices in the Developing World Philippines Peru Taiwan International Career Options for Students with Disabilities International Exchange International Affairs International Development Employment Prospects Epilogue. Index.

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