Toward self-directed learning, post-high school placement, and coordinated support constructing new transition bridges to adult life

Career Development for Exceptional Individuals

Volumn 32, Issue 1, 2009, Pages 53-59

  Rusch, Frank R ^a   Hughes, Carolyn ^b   Agran, Martin ^c   Martin, James E ^d   Johnson, John R ^e  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c UNIVERSITY OF WYOMING   (United States)

^d UNIVERSITY OF OKLAHOMA   (United States)

^e SAN DIEGO STATE UNIVERSITY   (United States)

Author keywords

Coordinated followup; Placement; Self determination; Supports

Indexed keywords

EID: 65249118798     PISSN: 08857288     EISSN: 15575047     Source Type: Journal    
DOI: 10.1177/0885728809332628     Document Type: Article

References (33)

1. Agran, M., Cavin, M., Wehmeyer, M., & Palmer, S. (2006). Participation of students with moderate to severe disabilities in the general curriculum: The effects of Self-Determined Learning Model of Instruction. Research and Practice for Persons With Severe Disabilities, 31, 230-241.
2. Agran, M., & Hughes, C. (2008). Asking student input: Students' opinions regarding their individualized education program involvement. Career Development for Exceptional Individuals, 31, 69-76.
3. Agran, M., Wehmeyer, M., Palmer, S., & Cavin, M. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31, 106-114.
4. Benz, M.R., Doren, B., & Yovanoff, P. (1998). Crossing the great divide: Predicting productive engagement for women with disabilities. Career Development for Exceptional Individuals, 21, 3-16.
5. Everson, J., & Ivestor, J. (2008). Using interagency and interdisciplinary teams to enhance transition services. In F. R. Rusch (Ed.), Beyond high school: Preparing adolescents for tomorrow's challenges (pp. 136-159). Columbus, OH: Pearson Merrill Prentice Hall.
6. Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.
7. Field, S., Sarver, M.D., & Shaw, S.F. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, 339-349. (Pubitemid 37537478)
8. Flannery, K.B., Yovanoff, P., Benz, M.R., & Kato, M.M. (2008). Improving employment outcomes of individuals with disabilities through short-term postsecondary training. Career Development for Exceptional Individuals, 31, 26-36
9. Halpern, A.S. (1985). Transition: A look at the foundations. Exceptional Children, 51, 479-486.
10. Harnisch, D.L., Wermuth, T.R., & Zheng, P. (1992). Identification and validation of transition quality indicators: Implications for educational reform. Paper presented at the Third International Conference of the Division on Mental Retardation of the Council for Exceptional Children, Honolulu, Hawaii.
11. Hasazi, S.I., Furney, K.S., & DeStefano, L. (1999). Implementing the IDEA transition mandates. Exceptional Children, 65, 555-566.
12. Hughes, C., Riley, L., Brown, G., Moore, S., Sarrett, J., & Washington, B. (2007). The "adolescentizing" of the GED: Youth perspectives. Journal of At-Risk Issues, 13, 23-33.
13. Individuals with Disabilities Education Act of 1990, Pub. L. No. 101-476, 20 U.S.C. § 1400 et seq.
14. Individuals with Disabilities Education Act of 1997, Pub. L. No. 105-17, 20 U.S.C. 1400 et seq.
15. Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 20 U.S.C. 1400 et seq.
16. Izzo, M.V., & Kochlar-Bryant, C.A. (2006). Implementing the SOP for effective transition: Two case studies. Career Development for Exceptional Individuals, 29, 100-107.
17. Johnson, D.R., Stodden, T., Emanuel, E., Luecking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68, 519-531.
18. Levine, M. (2005). Ready or not, here life comes. New York: Simon & Schuster.
19. Madaus, J.W., Bigaj, S., Chafouleas, S.M., & Simonsen, B.M. (2006). What key information can be included in a comprehensive summary of performance ? Career Development for Exceptional Individuals, 29, 90-99. (Pubitemid 43974747)
20. Martin, J.E., Marshall, L.H., & Maxson, L. (1993). Transition policy: Infusing student self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16, 53-61.
21. Martin, J.E., Van Dycke, J., D'Ottavio, M., & Nickerson, K. (2007). The student-directed summary of performance: Increasing student and family involvement in the transition planning process. Career Development for Exceptional Children, 30, 13-26.
22. Mithaug, D.E., Horiuchi, C., & Fanning, P. (1985). A report on the Colorado statewide follow-up survey of special education students. Exceptional Children, 51, 397-404.
23. National Council on Disability. (2000). Transition and post-secondary outcomes for youth with disabilities: Closing the gaps to post-secondary education and employment. Washington, DC: Author.
24. Rusch, F.R. (2008). Preparing adolescents for adult roles. In F. R. Rusch (Ed.), Beyond high school: Preparing adolescents for tomorrow's challenges (pp. 2-23). Columbus, OH: Pearson Merrill Prentice Hall.
25. Sitlington, P.L., Frank, A.R., & Carson, R. (1993). Adult adjustment among high school graduates with mild disabilities. Exceptional Children, 59, 221-233.
26. Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes over time in the early postschool outcomes for youth with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
27. Ward, M.J. (2006). Foreword: Incorporating the summary of performance into transition planning. Career Development for Exceptional Individuals, 29, 67-69.
28. Wehmeyer, M., Agran, M., Hughes, C., Martin, J.E., Mithaug, D., & Palmer, S. (2007). Promoting self-determination for students with developmental disabilities. New York: Guilford.
29. Wehmeyer, M.L., & Schwartz, M. (1998). The self-determination focus of transition goals for students with mental retardation. Career Development for Exceptional Individuals, 21, 75-86.
30. Will, M. (1983). OSERS programming for adults with disabilities: Bridges from school to working life. Washington, DC: Office of Special Education and Rehabilitative Services.
31. Williams, J.M., & O'Leary, E. (2001). What we've learned and where we go from here. Career Development for Exceptional Individuals, 24, 51-71.
32. U. S. Department of Education. (2007). Contexts of elementary and secondary education. In The condition of education 2007 (pp. 62-73). Washington, DC: Author
33. Zigmond, N., & Thornton, H. (1985). Follow-up of postsecondary age learning disabled graduates and dropouts. Learning Disabilities Research, 1, 50-55.