Perspectives on Transition Practices

Career Development for Exceptional Individuals

Volumn 28, Issue 1, 2005, Pages 15-25

  Zhang, Dalun ^a   Ivester, Joy G ^b   Chen, li ju ^c   Katsiyannis, Antonis ^d  

^a TEXAS A AND M UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTH CAROLINA SCHOOL OF MEDICINE   (United States)

^c CHANG GUNG UNIVERSITY   (Taiwan)

^d CLEMSON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992806259     PISSN: 08857288     EISSN: None     Source Type: Journal    
DOI: 10.1177/08857288050280010401     Document Type: Article

References (43)

1. Agran, M., Cain, H.M., & Cavin, M.D. (2002). Enhancing the involvement of rehabilitation counselors in the transition process. Career Development for Exceptional Individuals, 25, 141–155.
2. Aspel, N., Bettis, G., Quinn, P., Test, D.W., & Wood, W.M. (1999). A collaborative process for planning transition services for all students with disabilities. Career Development for Exceptional Individuals, 22, 21–42.
3. Baer, R.M., Flexer, R.W., Beck, S., Amstutz, N., Hoffman, L., Brothers, J., et al. (2003). A collaborative follow-up study on transition services utilization and post-school outcomes. Career Development for Exceptional Individuals, 26, 7–25.
4. Benz, M.R. (1995). Mobilizing local communities to improve transition services. Career Development for Exceptional Individuals, 18, 21–32.
5. Benz, M.R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509–529.
6. Blalock, G. (1996). Community transition teams as the foundation for transition services for youth with learning disabilities. Journal of Learning Disabilities, 29, 148–159.
7. Certo, N.J., Mautz, D., Pumpain, I., Sax, C., Smalley, K., Wade, H., et al. (2003). A review and discussion of a model for seamless transition to adulthood. Education and Training in Mental Retardation and Developmental Disabilities, 38, 3–17.
8. Chadsey-Rusch, J., & Rusch, R.R. (1996). Promising transition practices for youths with disabilities. Contemporary Education, 68, 9–12.
9. Conley, R.W. (2003). Supported employment in Maryland: Successes and issues. Mental Retardation, 41, 237–249.
10. Cronin, M.E., & Patton, J.R. (1993). Life skills instruction for all students with special needs: A practical guide for integrating real-life content into the curriculum. Austin, TX: PRO-ED.
11. DeFur, S.H., & Taymans, J.M. (1995). Competencies needed for transition specialists in vocational rehabilitation, vocational education, and special education. Exceptional Children, 62, 38–51.
12. Federal Resource Center for Special Education. (1999). Synthesis of state needs identified by state education agencies in the 1998 grant applications. Washington, DC: Author.
13. Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.
14. Furney, K.S. (1997). Transition policies, practices, and promises: Lessons learned from three states. Exceptional Children, 63, 343–355.
15. Garay, S.V. (2003). Listening to the voices of deaf students: Essential transition issues. Teaching Exceptional Children, 35(4), 44–48.
16. Greene, G., & Kochhar-Bryant, C.A. (2003). Pathways to successful transition for youth with disabilities. Upper Saddle River, NJ: Merrill Prentice Hall.
17. Guy, B., & Johnson, D.R. (1997). Career development for exceptional individuals: Topical issue on systems change in transition. Career Development for Exceptional Individuals, 20, 107–108.
18. Guy, B., & Schriner, K. (1997). Systems in transition: Are we there yet? Career Development for Exceptional Individuals, 20, 141–164.
19. Halpern, A.S. (1985). Transition: A look at the foundations. Exceptional Children, 51, 479–486.
20. Harrington, S.A. (1997). Transition programming for students with learning disabilities. Journal for Vocational Special Needs Education, 20, 22–24.
21. Harvey, M.W. (2002). Comparison of postsecondary transitional outcomes between students with and without disabilities by secondary vocational education participation: Findings from the National Education Longitudinal Study. Career Development for Exceptional Individuals, 25, 99–121.
22. Individuals with Disabilities Education Act of 1990, 20 U.S.C. $ 1400 et seq. (1990) (amended 1997)
23. Izzo, M.V., Cartledge, G., Miller, L., Growick, B., & Rutkowski, S. (2000). Increasing employment earnings: Extended transition services that make a difference. Career Development for Exceptional Individuals, 23, 139–156.
24. Johnson, D.R., & Halloran, W.H. (1997). The federal legislative context and goals of the state systems change initiative on transition for youth with disabilities. Career Development for Exceptional Individuals, 20, 109–121.
25. 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.
26. Karpinski, M.J., Neubert, D.A., & Graham, S. (1992). A follow-up study of postsecondary outcomes for graduates and dropouts with mild disabilities in a rural setting. Journal of Learning Disabilities 25, 376–385.
27. Katsiyannis, A., Zhang, D., Woodruff, N., & Dixon, A. (in press). Transition supports to students with mental retardation: An examination of data from the National Longitudinal Transition Study 2. Education and Training in Developmental Disabilities.
28. Kohler, P.D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107–121.
29. Kohler, P.D., DeStefano, L., Wermuth, T.R., Grayson, T.E., & McGinity, S. (1994). An analysis of exemplary transition programs: How and why are they selected? Career Development for Exceptional Individuals, 17, 187–202.
30. Malloy, J., Cheney, D., & Cormier, G. (1998). Interagency collaboration and the transition to adulthood for students with emotional or behavioral disabilities. Education and Treatment of Children, 21, 303–320.
31. McAfee, J.K., & Greenawalt, C. (2001). IDEA, the courts, and the law of transition. Preventing School Failure, 45, 102–107.
32. McMahan, R., & Baer, R. (2001). IDEA transition policy compliance and best practice: Perceptions of transition stakeholders. Career Development for Exceptional Individuals, 24, 169–184.
33. Morningstar, M.E., Kleinhammer-Tramill, P.J., & Lattin, D.L. (1999). Using successful models of student-centered transition planning and services for adolescents with disabilities. Focus on Exceptional Children, 31(9), 1–19.
34. Nelson, R. (1999). Promoting student participation through state transition initiatives in rural settings. Journal for Vocational Special Needs Education, 21(3), 13–17.
35. Nurmi, J.E., Salmela-Aro, K., & Koivisto, P. (2002). Goal importance and related achievement beliefs and emotions during the transition from vocational school to work: Antecedents and consequences. Journal of Vocational Behavior, 60, 241–261.
36. Rabren, K., Dunn, C., & Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25, 25–40.
37. Sample, P.L. (1998). Postschool outcomes for students with significant emotional disturbance following best-practice transition services. Behavioral Disorders, 23, 231–242.
38. Test, D.W. (2000). Implementing the transition mandate: The relationship between programs, personnel, and services. Special Services in the Schools, 16, 23–34.
39. Valletutti, P.J., Bender, M., & Sims-Tucker, B. (1996). A functional curriculum for teaching students with disabilities functional academics. Austin, TX: PRO-ED.
40. Wandry, D., Pruitt, P., Fox, R., & Anderson, G. (1998). Special educators and school counselors: An emerging team in transition services. B. C. Journal of Special Education, 21(3), 95–111.
41. Wehman, P. (2002). A new era: Revitalizing special education for children and their families. Focus on Autism and Other Developmental Disabilities, 17, 194–197.
42. Wehmeyer, M.L. (1998). Student involvement in education planning, decision making, and instruction: An idea whose time has arrived. In M. Wehmeyer & D. Sands (Eds.), Making it happen: Student involvement in educational planning, decision-making and instruction (pp. 3–23). Baltimore: Brookes.
43. Will, M. (1983). OSERS programming for the transition of youths with disabilities: Bridges from school to working life. Washington, DC: U.S. Department of Education, Office of Special Education and Rehabilitative Services