Essentials of Transition Planning / Edition 2

by Paul Wehman

Overview

For a smooth transition to adulthood, young people with disabilities need the support, guidance, and planning expertise of a successful collaborative team. All the essentials of transition planning are at your fingertips in the second edition of this popular book, a one-stop guide to helping young people live fulfilling adult lives beyond the classroom.

Equally useful as a professional resource and a supplemental text, this how-to guidebook gets transition teams ready to help students with disabilities plan the future they want, pursue employment and/or higher education, and navigate the complex shift to adult life in the community. Renowned expert Paul Wehman and a select group of contributors introduce you to all the fundamentals of transition planning, offering fast facts, vivid examples, realistic case studies, and checklists and tools for putting your plan into action.

Expanded and updated with the very latest on new legislation, funding sources, and other timely topics, this reader-friendly resource will help current and future professionals prepare young people to lead successful, self-determined adult lives.

WHAT'S NEW

• Guidance on the Workforce Innovation and Opportunity Act (WIOA) and its implications for transition and employment
• All-new chapter on customized employment
• In-depth coverage of funding sources available today due to new legislation
• More emphasis on involving students and families in transition planning as early as middle school
• New information on working with minority populations
• Cutting-edge case studies that reflect the current state of transition services
• More on employment goals and postsecondary education goals
• New evidence-based practices for students with complex support needs

SELECTED TOPICS COVERED: self-determination * school inclusion * access to the general curriculum * goal development * transition IEP planning and development * social competence * postsecondary education * vocational education * community-based instruction * customized employment * interagency collaboration * funding transition programs

Includes practical checklists and forms!

• Transition Planning Checklist
• A Checklist for Inclusive Schooling
• Career and Vocational Transition Worksheet
• Postsecondary Education Transition Worksheet
• Social Competencies Worksheet
• Checklist of Steps in Designing a Functional Assessment
• Checklist of Steps for Including Families in the Transition IEP Process
• Dos and Don'ts of Transition IEP Implementation
• and more!

Learn more about the new edition!

Product Details

ISBN-13:	9781681253695
Publisher:	Brookes Publishing
Publication date:	03/01/2020
Series:	Transition
Edition description:	2nd ed.
Pages:	208
Sales rank:	1,072,506
Product dimensions:	8.40(w) x 10.90(h) x 0.60(d)

About the Author

Dr. Wehman is Professor of Physical Medicine with joint appointments in the Departments of Rehabilitation Counseling and also Special Education and Disability Policy at Virginia Commonwealth University. He serves as Chairman of the Division of Rehabilitation Research in the Department of Physical Medicine and Rehabilitation. Dr. Wehman has his Ph.D. in Behavioral Disabilities from University of Wisconsin-Madison.

As one of the original founders of supported employment, he has worked closely with business and industry since 1980 and has published over 200 articles and authored or edited more than 40 books primarily in transition, severe disabilities, autism, traumatic brain injury and employment for persons with disabilities. He has been the Principal Investigator on 41 million dollars in grants during his career.

As the father of two young adults with disabilities, he brings a strong parental as well as business perspective to his work. He is highly active in speaking to professionals, parents, advocates and businesses on transition and employment for people with autism, traumatic brain injury, spinal cord injury and other developmental disabilities. On a daily basis he works with individuals with disabilities, communicates regularly with professionals in the world of business related to disability and diversity, and is active in teaching and mentoring medical students, residents, and doctoral students in rehabilitation medicine, special education, rehabilitation and psychology. A major focus of Dr. Wehman's work is on expanding the partnerships with businesses of all sizes so that more persons with disabilities can gain entrance into the workplace and retain employment successfully.

He is a recipient of the Kennedy Foundation Award in Mental Retardation in 1990 and President's Committee on Employment for Persons with Disabilities in 1992. Dr. Wehman was recognized as one of the 50 most influential special educators of the millennium by the Remedial and Special Education journal in December, 2000. He is also Editor-in-Chief of The Journal of Vocational Rehabilitation.

Ms. Brooke is a faculty member at VCU and has been working in the field of employment for people with disabilities since 1979. She is Project Director for the Social Security Administration’s Regional Benefits Planning, Assistance, and Outreach Technical Assistance Center. Ms. Brooke is nationally recognized for her personnel training programs and technical assistance work at the local, state, and federal levels. She has authored numerous book chapters, journal articles, newsletters, and fact sheets on transition and employment for people with disabilities. Her areas of interest include creating business partnerships, systems change, and self-advocacy leadership.

DiAnne B. Davidsen, M.Ed., received her master of education degree in special education from The College of William and Mary, Williamsburg, Virginia, and is currently in her final year of doctoral studies in urban services leadership/ special education at Virginia Commonwealth University (VCU). Since 1970, Ms. Davidsen has taught students in prekindergarten through high school in public school settings from all disability categories and in all service delivery models. She has been Transition Specialist for a school district in Virginia and one of the founders of the Peninsula Transition Forum as well as Director of Special Education for a school district in Arizona establishing Teacher/Parent/ Student Transition Information Nights to prepare families of children and youth with disabilities for transition issues at all levels.Ms. Davidsen is currently an assistant professor at VCU in the Department of Special Education and Disability Policy in the School of Education. Beyond transition and curriculum development, instruction in characteristics and methods classes, and supervision of student teachers, her areas of interest are in preparing students for success at the postsecondary education level and in working with individuals from diverse populations. She has published on postsecondary education transition and has presented at local, state, national, and international conferences on transition, use of assistive technology, collaboration, and inclusion.

Mr. Revell conducts research in the areas of state systems change and funding of competitive enrollment outcomes. He is Training Manager for the Training and Technical Assistance for Providers, a project funded by the U.S. Department of Labor, Office of Disability Employment Policy, that is charged with providing technical assistance and information to improve the employment outcomes of individuals with significant disabilities and to reduce the use of subminimum wage certificates. He has worked for more than 30 years in the area of building competitive employment opportunities for individuals with disabilities.

Richard Parent-Johnson, Ph.D., retired as a senior research associate in the Center for Disabilities in the Sanford School of Medicine, Vermillion, South Dakota. Prior to his position at Sanford, he was a senior research associate in the Center for Research on Learning at the University of Kansas and there held a courtesy appointment in the Department of Special Education. His doctorate is in sociology from the University of Kansas. Dr. Parent-Johnson has been the principal investigator (PI) , co-PI, or project coordinator on multiple state and federal grants. His most recent work has focused on health care transitions for youth/young adults with disabilities as it relates to interprofessional medical education and clinical practice. He codesigned and then led the University of South Dakota’s Center for Disabilities Transition InAction Clinic. He continues to do consulting work in these areas. Dr. Parent-Johnson’s earlier work focused primarily on the iterative design, development, and dissemination of universal curricular products and processes that serve the individualized transition needs of persons with mild to moderate disabilities (e.g., the Soaring to New Heights curriculum and lesson materials for high-school-age students with disabilities and/or special health care needs( . He also taught and served as the learning specialist at Seattle University. Dr. Parent-Johnson is knowledgeable in mixed methods research methodologies with particular expertise in ethnographic research and qualitative analysis.

Wendy Parent, Ph.D., is Research Associate Professor and Assistant Director, Kansas University Center on Developmental Disabilities, a Center for Excellence in Developmental Disabilities at The University of Kansas. She has more than 25 years of experience in the areas of supported and customized employment and transition from school to work for individuals with severe disabilities.

Dr. Parent has published numerous book chapters and peer-reviewed journal articles related to transition and supported/customized employment and has coauthored several books on supported employment. In her efforts to build systems capacity and enhance employment and self-employment outcomes, she provides training and technical assistance to teachers, transition coordinators, families, rehabilitation counselors, job coaches, and individuals with disabilities. She is currently the president of the Kansas Rehabilitation Association and Kansas Association for Persons on Supported Employment (APSE): The Network on Employment and serves on the national Boards of the APSE Foundation and the National Rehabilitation Association. She serves on the editorial board of two journals: Focus on Autism and Other Developmental Disabilities and the Journal of Rehabilitation. Her areas of interest and research are supported/customized employment and transition from school to work for individuals with severe disabilities, with an emphasis on creative funding and support strategies, individual and family involvement, job-coach training and leadership, interagency collaboration and service delivery issues, and systems change.

Read an Excerpt

https://brookespublishing.com/wp-content/uploads/2020/01/Wehman2eExcerpt-1.pdf

Table of Contents

Series Preface
Editorial Advisory Board
About the Author
Preface
Acknowledgments

1. Transition: An Overview and Background

The Importance of Transition
The Individuals with Disabilities Education Act
The Need for Transition Planning
About the Transition Planning Team
Vocational Assessment
The Planning Process
Planning Components

2. Individual and Community Transition Planning

Individualized Transition Planning
Community Participation and Collaboration
Transition Supports
Self-Determination
School and Community Inclusion

3. Developing the Transition Curriculum
DiAnne B. Davidsen & Karren D. Streagle

How to Determine a Student's Career Goals
High-Stakes Testing and Diploma Decisions
Access to the General Education Curriculum
Community-Based Instruction
Postsecondary Education
Achieving Social Competence
Putting It All Together
Ten Prescious Minutes

4. Planning for the Future: One Student at a Time
Pameela Sherron Targett & Paul Wehman

What to Address in the Transition Individualized Education Program?
When to Begin Planning
Some Strategies for Planning
Key Players on the Transition Team
Ways to Involve Families
Ways to Involve the Student

5. Writing the Transition Individualized Education Program
Wendy Parent and Paul Wehman

Where to Begin
What to Do if More Information Is Needed
How to Decide on Goals
How to Get Started
What to Include in the Transition Individualized Education Program
Examples of Successful Postschool Outcomes
How to Obtain Support from Community Agencies and Resources

6. Implementing the Transition Individualized Education Program

The Interagency Planning Team
Interagency Collaboration
Cooperative Relationships

7. Employment: Community-Based Choices
Pamela Sherron Targett & Paul Wehman

Vocational Education, Career, and Training Models
Vocational Support Service Models
Practices Supporting Higher Education
Next Steps

8. Strategies for Funding and Resources Needed for Transition Individualized Education Programs
W. Grant Revell, Jr. & Paul Wehman

Community Training and Employment Support Programs
Transition Resources in the Adult Service System

References
Index

Editorial Reviews

An exceptional resource that includes valuable and practical transition planning strategies, along with anecdotes that clearly illustrate their application. It is a must have for every transition professional.

Richard Luecking

"Practical, outcome oriented, and comprehensive . . . Practitioners in schools and adult services, individuals with disabilities, and families will all find this book valuable."

David Michael Mank

"Successfully addresses planning for students with various levels of support needs."

Research & Practice for Persons with Severe Disabilities

"Provides a fine guidebook collecting all of the basics of transition plans for young people with disabilities and comse from one of the top authorities on helping young people transition to independence."

The Midwest Book Review - The Bookwatch

"Paul Wehman and his colleagues continue to 'ring the bell' with their books on transition services. Essentials of Transition Planning is loaded with information for professionals working with students with moderate to severe disabilities."

Professor Emeritus, University of Kansas - Gary M. Clark

"A must-have book that not only includes essential information on transition planning but also provides a huge selection of worksheets to help professionals effectively implement each step of the process."

Associate Director, Center on Postsecondary Education and Disability, University of Connecticut - Stan Shaw

"Provides the kind of how-to advice that so many teachers want and need. While based on the best research available, it answers the critical question for teachers: how do I implement this in the real world?"

Professor of Special Education and Disability Policy, VCU, Past President of Division on Career Development and Transiti - Colleen A. Thoma

"With so many new special education professionals thrust into transition related positions without preparation or training, this book will be a godsend. Its engaging style and practical resources will provide a 'one-stop shop' for transition professionals seeking to implement effective practices."

Senior Research Associate, Institute for Community Inclusion, UMASS-Boston - Meg Grigal

"Reflects the many years of personal and professional experience the author has invested in seeking an improved the quality of life of persons with disabilities. This book brings a mix of research-based evidence and personal experience applicable to a wide range of persons involved in the process of secondary school to adult transition for persons with disabilities."

Director, Center on Disability Studies (CDS); Professor, Disability Studies & Special Education, University of Hawaii at - Robert A. Stodden