Transition planning that facilitates student self-determination

Journal of Educational and Psychological Consultation

Volumn 16, Issue 4, 2005, Pages 321-326

  Thoma, Colleen A ^a,b  

^a VIRGINIA COMMONWEALTH UNIVERSITY   (United States)

^b Oliver Hall ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33845365527     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1207/s1532768Xjepc1604_6     Document Type: Review

References (13)

1. Abery, B. H., & Stancliffe, R. J. (1996). The ecology of self-determination. In D. L. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 111-146). Baltimore: Brookes.
2. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and by design. Cambridge, MA: Harvard University Press.
3. Miner, C., & Bates, P. (1997). The effects of person-centered planning activities on the IEP/transition planning process. Education and Training in Mental Retardation and Developmental Disabilities, 32, 105-112.
4. Mount, B., & O'Brien, C. L. (2002). Building new worlds: A sourcebook for students with disabilities in transition from high school to adult life. Amenia, NY: Capacity Works.
5. Mount, B., O'Brien, J., & O'Brien, C. L. (2002). Increasing the chances for change. In J. O'Brien & C. L. O'Brien (Eds.), Implementing person-centered planning: Voices of experience (pp. 75-78). Toronto, Ontario, Canada: Inclusion Press.
6. Rea, J. A., Martin, C., & Wright, K. (2002). Using person-centered supports to change the culture of large intermediate care facilities. In S. Holburn & P. M. Vietze (Eds.), Person-centered planning: Research, practice and future directions (pp. 73-96). Baltimore: Brookes.
7. Thoma, C. A. (1997). Self-determination in transition planning. Unpublished doctoral dissertation.
8. Thoma, C. A., Nathanson, R., Baker, S. R., & Tamura, R. (2002). Self-determination: What are teachers learning and where? Remedial and Special Education, 23(4), 242-247.
9. Thoma, C. A., Rogan, P., & Baker, S. R. (2001). Student involvement in transition planning: Unheard voices. Education and Training in Mental Retardation and Developmental Disabilities, 36, 16-29.
10. Wehmeyer, M. L. (1996). Self-determination as an educational outcome: Why is it so important to children, youth, and adults with disabilities? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 17-36). Baltimore: Brookes.
11. Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Mental Retardation and Developmental Disabilities, 38, 131-145.
12. Wehmeyer, M. L., & Sands, D. J. (Eds.). (1998). Making it happen: Student involvement in education planning, decision making, and instruction. Baltimore: Brookes.
13. Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-255.