JoAnn M. Rae

A Collaborative Approach to Transition Planning for Students With Disabilities (eBook, PDF)

• Format: PDF

Produktbeschreibung

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. Unique scenarios not typically seen in other textbooks, such as IEP team disagreements, students with terminal illnesses, students with ill or overworked parents, or students living in poverty are also explored.

This updated edition also includes:

• Descriptions of research-based practices to maximize students' self-determination, autonomy, goal setting, and ability to have successful life experiences
• Opportunities to integrate knowledge with practice by providing strategies that relate to the real-life difficulties students and transition planning specialists may encounter
• Easy-to-replicate communication tools, such as letters to students and parents, as examples to enhance collaboration
• Methods for teachers to effectively promote and increase student involvement and collaboration by using structured and interactive interviews
• Guidance aligned with the most up-to-date special education law

A Collaborative Approach to Transition Planning for Students with Disabilities reflects the universal challenges that teachers, families, and finally, the students themselves face, as they progress through school with a disability. For students with disabilities, the key component to successful transition planning is creating a collaborative atmosphere that allows them to be successful. This book promises to serve as an essential resource to all who are dedicated to that goal.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 466
• Erscheinungstermin: 14. Mai 2025
• Englisch
• ISBN-13: 9781040339183
• Artikelnr.: 73783361

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