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Product Information Transition Planning For Students With Disabilities: What Educators and Service Providers Can Do

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 Full Description: 
“Transition Planning For Students With Disabilities: What Educators and Service Providers Can Do” provides a comprehensive view of the process of transition from high school to adult life. It both describes the purpose and reasons behind the tasks and steps, and provides exercises that readers can try to put the information to practical use.

Further description from Reference & Research Book News:

“As is the case with high school students not considered disabled, students so designated, their families and their professional service team must work together to be sure they set realistic goals and set out to attain them. Bakken (special education, Illinois State U.) and Obiakor (exceptional education, U. of Wisconsin at Milwaukee) appear to believe that support from others, especially professions, is the secret to a successful transition from the relatively protected world of the high school to employment and college. They offer transition models and practices and describe transitions for culturally and linguistically diverse learners, selection of assistive devices, creating student-focused transition plans, collaborating with families, developing plans for jobs and careers, creating vocational and technical training, finding and using community resources, working on transportation and recreation issues, providing for independent living, and, in the final analysis, considering post-secondary education.”

findarticles.com/p/articles/mi_m0QLQ/is_2008_May/ai_n25400565/

A review of the book from Education Review (August 14, 2008):

“This book covers all aspects of issues related to transition planning. After reading it, I could not think of an area that was not adequately discussed. Parents of children with disabilities might also find it to be a helpful resource book, because of the information presented regarding transportation, career development, postsecondary outcomes, and independent living. In spite of the relative brevity of the book (166 pages, excluding the table of contents, references, and index), I believe it could be used as the primary textbook for a course focusing on transition issues.”

edrev.asu.edu/reviews/rev692.htm
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This web site is maintained by the Research and Training Center on Community Living with support from the National Association of State Directors of Developmental Disabilities Services, the Human Services Research Institute and the Administration on Intellectual and Developmental Disabilities. E-mail weste050@umn.edu.
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