Transition planning for students with intellectual disability, autism, or other disabilities: Data from the national longitudinal transition study-2

Intellectual and Developmental Disabilities

Volumn 50, Issue 1, 2012, Pages 16-30

  Shogren, Karrie A ^a   Plotner, Anthony J ^b  

^a Department of Special Education ^*  (United States)

^b UNIVERSITY OF SOUTH CAROLINA   (United States)

Author keywords

Autism and transition planning; Intellectual disability and transition planning; National longitudinal transition study 2; Transition planning

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; AUTISM; DISABLED PERSON; EDUCATION; FEMALE; HUMAN; INTELLECTUAL IMPAIRMENT; LONGITUDINAL STUDY; MALE; PATIENT CARE; SCHOOL; STUDENT; VOCATIONAL REHABILITATION;

ADOLESCENT; AUTISTIC DISORDER; DISABLED PERSONS; EDUCATION, SPECIAL; FEMALE; HUMANS; INTELLECTUAL DISABILITY; LONGITUDINAL STUDIES; MALE; REHABILITATION, VOCATIONAL; SCHOOLS; STUDENTS; TRANSITION TO ADULT CARE; YOUNG ADULT;

EID: 84862301353     PISSN: 19349491     EISSN: 19349556     Source Type: Journal    
DOI: 10.1352/1934-9556-50.1.16     Document Type: Article

References (42)

1. Agran, M.,Alper, S.,&Wehmeyer, M. (2002).Access to the general curriculum for students with significant disabilities:What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37, 123-133.
2. Agran, M., Blanchard, C., & Wehmeyer, M. L. (2000). Promoting transition goals and selfdetermination through student self-directed learning: The Self-Determined Learning Model of Instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35, 351-364.
3. Alwell, M., & Cobb, B. (2006). A map of the intervention literature in secondary special education transition. Career Development for Exceptional Individuals, 29, 3-27.
4. Billstedt, E., Gillberg, I. C., & Gillberg, C. (2005). Austism after adolescence: Population-based 13-to 22-year follow-up study of 120 individuals with autism diagnosed in childhood. Journal of Autism and Developmental Disorders, 35, 351-360.
5. Blacher, J., Kraemer, B. R., & Howell, E. J. (2010). Family expectations and transition experiences for young adults with severe disabilities: Does syndrome matter? Advances in Mental Health and Learning Disabilities, 4, 3-16.
6. Blalock, G., Kochhar-Bryant, C. A., Test, D. W., Kohler, P. D., White, W., Lehmann, J., et al. (2003). The need for comprehensive personnel preparation in transition and career development: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 26, 207-226.
7. Browning, J., Osborne, L., & Reed, P. (2009). A qualitative comparison of perceived stress and coping in adolescents with and without autistic spectrum disorders as they approach leaving school. British Journal of Special Education, 36, 36-43.
8. Chambers, D., Rabren, K., & Dunn, C. (2009). A comparison of transition from high school to adult life of students with and without disabilities. Career Development for Exceptional Individuals, 32, 42-52.
9. Cobb, R. B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilites: A systematic review. Career Development for Exceptional Individuals, 32, 70-81.
10. Cooney, B. F. (2002). Exploring perspectives on transition of youth with disabilities: Voices of young adults, parents, and professionals. Mental Retardation, 40, 425-435.
11. Field, S., Martin, J. E., Miller, R., Ward, M. J., & Wehmeyer, M. L. (1998). Self-determination for persons with disabilities: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 21, 113-128.
12. Griffin, C., Hammis, D., Geary, T., & Sullivan, M. (2008). Customized employment: Where we are; where we're headed. Journal of Vocational Rehabilitation, 28, 135-139.
13. Hanley-Maxwell, C., Whitney-Thomas, J., & Pogoloff, S. (1995). The second shock: A qualitative study of parents' perspectives and needs during their child's transition from school to adult life. Journal of the Association for Persons with Severe Handicaps, 20, 3-15.
14. Hart, D., Grigal, M., & Weir, C. (2010). Expanding the paradigm: Postsecondary education options for individuals with autism spectrum disorders and intellectual disabilities. Focus on Autism and Other Developmental Disabilities, 25, 134-150.
15. Johnson, D. R., & Sharpe, M. N. (2000). Results of a national survey on the implementation of transition service requirements of IDEA. Journal of Special Education Leadership, 13, 15-26.
16. Johnson, D. R., Stodden, R. A., Emanuel, E. J., Luecking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68, 519-531.
17. Katsiyannis, A., Zhang, D., Woodruff, N., & Dixon, A. (2005). Transition supports to students with mental retardation: An examination of data from the National Longitudinal Transition Study 2. Education and Training in Developmental Disabilities, 40, 109-116.
18. Luftig, R. L., & Muthert, D. (2005). Patterns of employment and independent living of adult graduates with learning disabilities and mental retardation of an inclusionary high school vocational program. Research in Developmental Disabilities, 26, 317-325.
19. Martin, J. E., Van Dycke, J. L., Christensen, W. R., Greene, B. A., Gardner, J. E., & Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidenced-based practice. Exceptional Children, 72, 299-316.
20. Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., et al. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72, 187-200.
21. Mason, C., Field, S., & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70, 441-451.
22. McDonnell, J., & Hardman, M. L. (2010). Successful transition programs: Pathways for students with intellectual and developmental disabilities (2nd ed.). Thousand Oaks, CA: Sage.
23. Migliore, A., Grossi, T., Mank, D., & Rogan, P. (2008). Why do adults with intellectual disabilities work in sheltered workshops? Journal of Vocational Rehabilitation, 28, 29-40.
24. National Organization on Disability. (2004). National Organization on Disability/Harris Survey of Americans with Disabilities. Washington, DC: Author.
25. Neece, C. L., Kraemer, B. R., & Blacher, J. (2009). Transition satisfaction and family well being among parents of young adults with severe intellectual disability. Intellectual and Developmental Disabilities, 47, 31-43.
26. Noonan, P. M., Morningstar, M. E., & Erickson, A. G. (2008). Improving interagency collaboration: Effective strategies used by highperforming local districts and communities. Career Development for Exceptional Individuals, 31, 132-143.
27. SRI International. (2000). National Longitudinal Transition Study-2 (NLTS2): Study design, timeline and data collection plan. Menlo Park, CA: Author.
28. Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. Upper Saddle River, NJ: Pearson.
29. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181.
30. Test, D. W., & Neale, M. (2004). Using the Self-Advocacy Strategy to increase middle graders' IEP participation. Journal of Behavioral Education, 13, 135-145.
31. Trainor, A., Lindstrom, L., Simon-Burroughs, M., Martin, J. E., & Sorrells, A. M. (2008). From marginalized to maximized opportunities for diverse youths with disabilities: A position paper of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 31, 56-64.
32. Turnbull, A. P., & Turnbull, H. R. (2001). Families, professionals, and exceptionality: Collaborating for empowerment. Upper Saddle River, NJ: Merrill Prentice Hall.
33. Turnbull, A. P., Turnbull, H. R., Erwin, E., & Soodak, L. (2006). Families, professionals, and exceptionality: Positive outcomes through partner-ships and trust (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
34. Wagner, M., & Davis, M. (2006). How are we preparing students with emotional disturbances for the transition to young adulthood? Findings from the National Longitudinal Transition Study-2. Journal of Emotional and Behavioral Disorders, 14, 86-98.
35. Wagner, M., Kutash, K., Dunchnowski, A. J., & Epstein, M. H. (2005). The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study: Study designs and implications for children and youth with emotional distrubance. Journal of Emotional and Behavioral Disorders, 13, 25-41.
36. Wehman, P. (2006). Life beyond the classroom: Transition strategies for young people with disabilities (4th ed.). Baltimore: Brookes.
37. Wehman, P., & Revell, W. G. (1997). Transition into supported employment for young adults with severe disabilities: Current practices and future directions. Journal of Vocational Rehabilitation, 8, 65-74.
38. Wehmeyer, M. L., Lance, G. D., & Bashinski, S. (2002). Promoting access to the general curriculum for students with mental retardation: A multi-level model. Education and Training in Mental Retardation and Developmental Disabilities, 37, 223-234.
39. Wehmeyer, M. L., & Lawrence, M. (1995). Whose future is it anyway? Promoting student involvement in transition planning. Career Development for Exceptional Individuals, 18, 69-83.
40. Wehmeyer, M. L., & Mithaug, D. E. (2006). Selfdetermination, causal agency, and mental retardation. In H. Switzky (Ed.), Current perspectives on individual differences in personality and motivation in persons with mental retardation and other developmental disabilities (Vol. 31, pp. 37-71). San Diego: Academic Press.
41. 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 Developmental Disabilities, 38, 131-144.
42. Wehmeyer, M. L., & Shogren, K. A. (2008). Selfdetermination and learners with autism spectrum disorders. In R. L. Simpson & B. S. Myles (Eds.), Educating children and youth with autism (2nd ed., pp. 433-476). Austin, TX: Pro-Ed.