Handbook of Adolescent Transition Education for Youth with Disabilities

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Sonst. Personen	Wehmeyer, Michael L. (Hrsg.); Webb, Kristine W. (Hrsg.)
Titel	Handbook of Adolescent Transition Education for Youth with Disabilities
Quelle	(2011), (516 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4158-7278-2
Schlagwörter	Transitional Programs; Learning Disabilities; Secondary School Students; Guides; Educational Policy; Skill Development; Student Needs; Special Education; Vocational Education; Planning; Individualized Education Programs; Student Participation; Student Evaluation; Adolescents; Family Involvement; Participative Decision Making; Student Development; Daily Living Skills; Community Based Instruction (Disabilities); Job Skills; Career Development; Self Determination; Interpersonal Competence; Assistive Technology; Educational Change; Middle School Students; Student Diversity; Postsecondary Education; Employment Experience; Job Placement; Pervasive Developmental Disorders; Mental Retardation; Hearing Impairments; Visual Impairments; Blindness; Deafness; Emotional Disturbances; Behavior Problems + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Sekundarschüler; Handbuch; Leitfaden; Politics of education; Bildungspolitik; Kompetenzentwicklung; Qualifikationsentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Berufsbildung; Ablaufplanung; Planungsprozess; Individualized education program; Individualisierendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulnote; Studentische Bewertung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alltagsfertigkeit; Produktive Fertigkeit; Berufsentwicklung; Selbstbestimmung; Interpersonale Kompetenz; Bildungsreform; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Post-secondary education; Tertiäre Bildung; Occupational experience; Job experience; Work experience; Berufserfahrung; Employment service; Employment services; Arbeitsvermittlung; Geistige Behinderung; Hearing impairment; Hörbehinderung; Visual handicap; Sehbehinderung; Blindheit; Gehörlosigkeit; Taubstummheit; Gefühlsstörung
Abstract	Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending postsecondary education or training, developing social networks, choosing a career, participating in their communities, and managing healthcare and financial affairs. Sponsored by the Division of Career Development and Transition (DCDT) of the Council of Exceptional Children, this handbook provides a comprehensive resource to the communities of educators, related service and agency personnel, families, caretakers, counselors, and other stakeholders who facilitate these complex transitions to adulthood for adolescents with disabilities. This comprehensive volume includes coverage of historical foundations, policy, transition programming and planning, development of student skills, and program structure. It also recommends transition supports for students with specific disabilities. The book is organized around a well recognized taxonomy for adolescent transition used by many states to design and reform their transition services. The volume editors are past-presidents of the Council for Exceptional Children's Division on Career Development and are leaders in transition research and practice. Contributors are well-recognized for their expertise in transition. Each chapter includes a discussion of evidence-based research, recommended practices, suggestions for transition personnel and families, and additional resources. This book is appropriate for researchers and graduate-level instructors in special education and vocational education, inservice administrators and policy makers, and transition service providers. This book begins with a foreword by Ginger Blalock. Part I, Introduction and Overview of Adolescent Transition Education, contains the following: (1) An Introduction to Adolescent Transition Education (Michael L. Wehmeyer and Kristine Webb); and (2) Policy and Adolescent Transition Education (David R. Johnson). Part II, Adolescent Transition Education Planning, contains the following: (3) IEP Development in Adolescent Transition Education (Paul Wehman and Pam Targett); (4) Student Involvement in the Transition Process (James E. Martin, Dan Dalun Zhang and David W. Test); (5) Transition Assessment for Adolescents (Debra A. Neubert); (6) Transition Planning Strategies (Janice Seabrooks-Blackmore and Gwendolyn Williams); and (7) Family Involvement in Transition Planning (Donna L. Wandry and Amy M. Pleet). Part III, Student Development in Adolescent Transition Education, contains the following: (8) Life Skills and Community-based Instruction (David W. Test, Sharon Richter and Allison Walker); (9) Preparing Students for the 21st Century Workforce (Cheryl Hanley-Maxwell and Margo Vreeburg Izzo); (10) Career Development and Vocational Instruction (Jeanne B. Repetto and Drew Andrews); (11) Self-Determination and Adolescent Transition Education (Michael L. Wehmeyer, Sharon Field and Colleen Thoma); (12) Structured Work Experiences (Lauren Lindstrom, Bonnie Doren, K. Brigid Flannery and Michael Benz); (13) School Completion and Adolescent Transition Education (Larry Kortering); (14) Social Skills, Supports, and Networks in Adolescent Transition Education (Laura T. Eisenman and Sarah A. Celestin); and (15) Assistive Technology in the Transition Education Process (Karen B. Patterson and Terrence Cavanaugh). Part IV, Adolescent Transition Education Program Structure, contains the following: (16) Adolescent Transition Education and School Reform (Diane S. Bassett and Carol A. Kochhar-Bryant); (17) Middle School Transition Education Planning and Services (Jeanne Repetto); (18) Providing Transition Education to a Diverse Student Population (Sharon deFur and Audrey A. Trainor); (19) Transition to Post-Secondary Education (Kristine Webb and Liz Getzel); (20) Effective Strategies for Interagency Collaboration (Patricia M. Noonan and Mary E. Morningstar); (21) Innovative Employment Support Models (Wendy Parent-Johnson); and (22) Job Development and Placement in Youth Transition Education (Richard G. Luecking and LaVerne A. Buchanon). Part V, Disability Specific Adolescent Transition Education, contains the following: (23) Transition Education for Adolescents with Autism Spectrum Disorders (Brenda Smith Myles and Daniel E. Steere); (24) Transition Education for Adolescents with Learning Disabilities (Cari Dunn and Christina M. Curran); (25) Transition Education for Adolescents with Intellectual Disability (Meg Grigal and Ann Deschamps); (26) Transition Education for Adolescents Who are Deaf or Hard of Hearing (John Luckner); (27) Transition Education for Adolescents who are Blind or Have Low Vision (Karen Wolffe and Jane Erin); (28) Transition Education for Adolescents with Emotional and Behavioral Disorders (Erik W. Carter and Deanne K. Unruh); and (29) Transition Education for Adolescents with Serious Mental Health Conditions (Janet S. Walker and L. Kris Gowen). (ERIC).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10