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The book's framework is specially designed to advance students' involvement and participation in their lives, not only in the presence of the most severe sensory and intellectual disabilities, but also in the case of multiple disabilities.
The book's framework is specially designed to advance students' involvement and participation in their lives, not only in the presence of the most severe sensory and intellectual disabilities, but also in the case of multiple disabilities.
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Autorenporträt
JoAnn M. Rae, EdD, teaches special education classes at the graduate school level and develops early childhood books for children with autism and delayed language acquisition. For over 25 years, she has worked with children and students with disabilities, supervising early intervention, school-age programs, and inclusion classes, and developing transition plans. Dr. Rae's work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Her education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.
Inhaltsangabe
Dedication Acknowledgments About the Author Preface Introduction Part 1 Introduction to Transition Planning Chapter 1 Transition Planning and Special Education Law Part 2 Transition Planning Practices Chapter 2 An Interactive Framework of Activities Focusing on Community Access,Student Engagement, and Post-School Goals Selection Chapter 3 Collaborating With Families During the Transition Planning Process Part 3 Assessments Chapter 4 Medical Conditions, Assessment, and Transition: Implications of Disability and Medical Conditions on Work-Seeking Activities andEducational Progress Chapter 5 Assessment Tools Part 4 Transition Plan Development Chapter 6 Transition Plan Frameworks: Creating the Transition Plan Chapter 7 Career and Employment-Based Learning:Supporting Entry Into the Workforce and Postsecondary Education Part 5Special Education Programs: Responsibilities and Resourcesof Transition Team Members and Community andGovernmental Agencies Chapter 8 School Leadership and Transition Planning Chapter 9 Roles of the Secondary Special EducationTeam and Community Agencies Part 6 Special Considerations: Working With Diverse Groups of Students Chapter 10 Students With Specific LearningDisabilities and Speech and Language Impairments Chapter 11 Students With Emotional, Behavioral, and SevereMental Health Disorders Chapter 12 Students Who Are Blind, VisuallyImpaired, Deaf, Hard of Hearing, or Deaf-Blind Section 1: Students Who Are Blind or Visually Impaired Section 2: Students Who Are Deaf, Hard of Hearing, or Deaf-Blind Chapter 13 Students With Autism Without Accompanying Language orIntellectual Impairment Chapter 14 Students With Other Health Impairments, Chronic Medical andOrthopedic Impairments, and Traumatic Brain Injury Chapter 15 Students With Mild, Moderate, Severe, Multiple, and ProfoundIntellectual Disabilities Chapter 16 Students With Autism and Accompanying Language andIntellectual Impairment Part 7 Special Education Transitions Chapter 17 The Effectiveness of Transition Planning: Monitoring the Practices of theSpecial Education Team Chapter 18 Special Education Transitions From Birth to Age 21 Glossary Index
Dedication Acknowledgments About the Author Preface Introduction Part 1 Introduction to Transition Planning Chapter 1 Transition Planning and Special Education Law Part 2 Transition Planning Practices Chapter 2 An Interactive Framework of Activities Focusing on Community Access,Student Engagement, and Post-School Goals Selection Chapter 3 Collaborating With Families During the Transition Planning Process Part 3 Assessments Chapter 4 Medical Conditions, Assessment, and Transition: Implications of Disability and Medical Conditions on Work-Seeking Activities andEducational Progress Chapter 5 Assessment Tools Part 4 Transition Plan Development Chapter 6 Transition Plan Frameworks: Creating the Transition Plan Chapter 7 Career and Employment-Based Learning:Supporting Entry Into the Workforce and Postsecondary Education Part 5Special Education Programs: Responsibilities and Resourcesof Transition Team Members and Community andGovernmental Agencies Chapter 8 School Leadership and Transition Planning Chapter 9 Roles of the Secondary Special EducationTeam and Community Agencies Part 6 Special Considerations: Working With Diverse Groups of Students Chapter 10 Students With Specific LearningDisabilities and Speech and Language Impairments Chapter 11 Students With Emotional, Behavioral, and SevereMental Health Disorders Chapter 12 Students Who Are Blind, VisuallyImpaired, Deaf, Hard of Hearing, or Deaf-Blind Section 1: Students Who Are Blind or Visually Impaired Section 2: Students Who Are Deaf, Hard of Hearing, or Deaf-Blind Chapter 13 Students With Autism Without Accompanying Language orIntellectual Impairment Chapter 14 Students With Other Health Impairments, Chronic Medical andOrthopedic Impairments, and Traumatic Brain Injury Chapter 15 Students With Mild, Moderate, Severe, Multiple, and ProfoundIntellectual Disabilities Chapter 16 Students With Autism and Accompanying Language andIntellectual Impairment Part 7 Special Education Transitions Chapter 17 The Effectiveness of Transition Planning: Monitoring the Practices of theSpecial Education Team Chapter 18 Special Education Transitions From Birth to Age 21 Glossary Index
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