Item Details

Life Beyond the Classroom: Transition Strategies for Young People With Disabilities

by Paul Wehman ; with invited contributors
Format
Book
Published
Baltimore : P.H. Brookes Pub. Co., c2001.
Edition
3rd ed
Language
English
ISBN
1557664765
Contents
  • I Defining and Planning Transition
  • 1 Transition in the New Millennium 3
  • Life's Goals: Helping Kids Know What They Want and How to Get There
  • Defining Transition
  • Related Disability Legislation
  • Opportunities that Empower Youth with Disabilities
  • Challenges that Affect Youth with Disabilities
  • Transition to Adulthood for Youth with Disabilities
  • Themes for Success
  • 2 Self-Determination and Transition / Michael L. Wehmeyer 35
  • Self-Determination and Student Involvement
  • Methods, Materials, and Strategies to Promote Self-Determination and Student Involvement
  • 3 Family's Role in Transition 61
  • Research Related to Parental Involvement and Transition
  • Helping Parents Become Involved in Transition Planning
  • Families' Aspirations for Their Children
  • Parental Concerns
  • 4 Community Transition Planning 77
  • Critical Elements in Community-Based Transition
  • Interagency Planning in Community Transition
  • Local Interagency Agreements: The Implementation Level
  • Appendix Supplemental Security Income: Your Rights to Appeal to the Social Security Administration
  • 5 Beyond Programs and Placements: Using Person-Centered Practices to Individualize the Transition Process and Outcomes / Paul Wehman, Jane M. Everson, Dennis H. Reid 91
  • Goals of Individualized Transition Planning
  • Person-Centered Planning Values and Transition
  • Tools and Strategies Associated with Person-Centered Transition Approaches
  • Basic Steps to Accomplishing Person-Centered Transition Planning
  • Strategies for Transition Planning
  • II Facilitating and Supporting Transition
  • 6 Secondary School Restructuring / Mary A. Falvey, Lori Eshilian, Richard L. Rosenberg 127
  • Characteristics of One Inclusive School
  • 7 Teaching for Transition / Susan Johnson, Paul Wehman 145
  • Curriculum Design for Transition: What Should Teachers Teach?
  • What Resources Should Teachers Use for Curriculum Development?
  • How Are Units and Lesson Plans Designed?
  • Where Should Teachers Provide Instruction?
  • What Are Good Instructional Methods for Students Who Perform at a Lower-than-Average Level?
  • How Do Teachers Implement Community-Based Training?
  • 8 Finding Jobs for Young People with Disabilities / Cary Griffin, Pam Sherron Targett 171
  • Value of Services
  • Employer Queries
  • Job Seeker Expectations
  • Identifying Business Contacts
  • Making Contact
  • Employer Presentation
  • Job Analysis
  • Job Carving
  • Appendix Americans with Disabilities Act
  • 9 Vocational Placements and Careers / Paul Wehman, Valerie Brooke, Katherine J. Inge 211
  • Business and Industry: Understanding the Role of the Economy
  • Barriers to Employment Competence
  • Vocational Placement Options: What Are the Choices?
  • Consumer-Driven Approach to Supported Employment
  • Does Supported Employment Work?
  • Natural Supports in the Workplace
  • Conversion from Day Programs to Community-Based Employment
  • 10 Pursuing Postsecondary Education Opportunities for Individuals with Disabilities / Elizabeth Evans Getzel, Robert A. Stodden, Lori W. Briel 247
  • Impact of Postsecondary Education on Employment
  • Preparing Students with Disabilities for Postsecondary Education
  • Adjusting to Postsecondary Education Programs
  • 11 Independent Living / Michael D. West 261
  • Changing Paradigms of Independent Living
  • Identifying and Filling Community Support Needs
  • Types of Support Needs
  • III Designing and Implementing Individualized Transition Plans
  • 12 Applications for Youth with Mild Cognitive Disabilities 277
  • Who Are Individuals with Mild Cognitive Disabilities?
  • Challenges of Working with Youth with Mild Cognitive Disabilities
  • Choice and Empowerment
  • Supports and the American Association on Mental Retardation
  • Assessment of Youth with Mild Cognitive Disabilities
  • Curriculum Strategies for Youth with Mild Cognitive Disabilities
  • Need for1 Greater Emphasis on Vocational Curriculum
  • Setting Transition Goals
  • Implementing Individualized Transition Plans for Youth with Mild Cognitive Disabilities
  • Evaluation of Transition Outcomes for Youth with Mild Cognitive Disabilities
  • Appendix Major Life Demands
  • 13 Applications for Youth with Significant Cognitive Disabilities 315
  • Who Are Individuals with Significant Cognitive Disabilities?
  • Characteristics of a Transition Curriculum
  • Essential Components of Community-Based Vocational Instruction
  • Individualized Transition Goals for Youth with Significant Cognitive Disabilities
  • Evaluation of Transition Outcomes for Youth with Significant Cognitive Disabilities
  • Helping Individuals with Significant Cognitive Disabilities Enter Supported Employment
  • 14 Applications for Youth with Sensory Impairments / Phillip D. Rumrill, Jr., Pamela Luft 341
  • Who Are Individuals with Visual Impairments?
  • Who Are Individuals Who Are Deaf or Hard of Hearing?
  • Who Are Individuals Who Are Deaf-Blind?
  • Characteristics of Youth with Sensory Impairments
  • Unique Learning Challenges Presented to Professionals by Youth with Sensory Impairments
  • Assessment Issues for Youth with Sensory Impairments
  • Teaching Strategies for Youth with Sensory Impairments
  • Assistive Technology and Accommodations for Youth with Sensory Impairments
  • Designing and Implementing Individualized Transition Plans for Youth with Sensory Impairments
  • Community Integration for Youth with Sensory Impairments
  • Evaluation of Individualized Transition Plan Outcomes for Youth with Sensory Impairments
  • 15 Applications for Youth with Learning Disabilities / Elizabeth Evans Getzel, John J. Gugerty 371
  • Defining Learning Disabilities
  • Experiences of Individuals with Learning Disabilities
  • Unique Challenges Presented by Youth with Learning Disabilities
  • Assessment for Transition
  • Teaching Strategies
  • Preparing for Transition
  • 16 Applications for Youth with Emotional and Behavior Disorders 399
  • Who Are Youth with Emotional and Behavior Disorders?
  • Unique Challenges of Youth with Emotional and Behavior Disorders
  • Discipline and Functional Assessment
  • Transition Assessment
  • Teaching for Transition
  • Job Clubs for Youth with Behavior Disorders
  • Job Opportunities for Youth with Emotional and Behavior Disorders
  • Evaluation of Transition Outcomes for Students with Emotional and Behavior Disorders
  • Supported Employment Outcomes for Individuals with Emotional and Behavior Disorders
  • 17 Applications for Youth with Orthopedic and Other Health Impairments / Michael D. West 427
  • Behavior and Learning Characteristics of Youth with Orthopedic and Other Health Impairments
  • Unique Challenges Presented by Youth with Orthopedic and Other Health Impairments
  • Assessment of Youth with Orthopedic and Other Health Impairments
  • Teaching Strategies for Youth with Orthopedic and Other Health Impairments
  • Designing and Implementing Individualized Transition Plans for Youth with Orthopedic and Other Health Impairments
  • Evaluation of Transition Outcomes for Youth with Orthopedic and Other Health Impairments
  • 18 Applications for Youth with Traumatic Brain Injury / Paul Wehman, Lori Keyser-Marcus, Michael D. West, Pam Sherron Targett, John Bricout 449
  • Traumatic Brain Injury: An Overview
  • Characteristics of Youth with Traumatic Brain Injury
  • Costs of Traumatic Brain Injury
  • Enhancing Academic Reentry and Inclusion
  • Designing School-to-Work Transition Programs for Youth with Traumatic Brain Injury
  • Unique Challenges Presented by Youth with Traumatic Brain Injury
  • Vocational Goals and Expectations
  • Helping Individuals with Traumatic Brain Injury Go to Work
  • Employment Supports.
Description
xxvi, 543 p. ; 24 cm.
Notes
Includes bibliographical references (p. 491-521) and index.
Technical Details
  • Access in Virgo Classic

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    a| Life beyond the classroom : b| transition strategies for young people with disabilities / c| by Paul Wehman ; with invited contributors.
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    a| 3rd ed.
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    a| Baltimore : b| P.H. Brookes Pub. Co., c| c2001.
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    g| I t| Defining and Planning Transition -- g| 1 t| Transition in the New Millennium g| 3 -- t| Life's Goals: Helping Kids Know What They Want and How to Get There -- t| Defining Transition -- t| Related Disability Legislation -- t| Opportunities that Empower Youth with Disabilities -- t| Challenges that Affect Youth with Disabilities -- t| Transition to Adulthood for Youth with Disabilities -- t| Themes for Success -- g| 2 t| Self-Determination and Transition / r| Michael L. Wehmeyer g| 35 -- t| Self-Determination and Student Involvement -- t| Methods, Materials, and Strategies to Promote Self-Determination and Student Involvement -- g| 3 t| Family's Role in Transition g| 61 -- t| Research Related to Parental Involvement and Transition -- t| Helping Parents Become Involved in Transition Planning -- t| Families' Aspirations for Their Children -- t| Parental Concerns -- g| 4 t| Community Transition Planning g| 77 -- t| Critical Elements in Community-Based Transition -- t| Interagency Planning in Community Transition -- t| Local Interagency Agreements: The Implementation Level -- g| Appendix t| Supplemental Security Income: Your Rights to Appeal to the Social Security Administration -- g| 5 t| Beyond Programs and Placements: Using Person-Centered Practices to Individualize the Transition Process and Outcomes / r| Paul Wehman, Jane M. Everson, Dennis H. Reid g| 91 -- t| Goals of Individualized Transition Planning -- t| Person-Centered Planning Values and Transition -- t| Tools and Strategies Associated with Person-Centered Transition Approaches -- t| Basic Steps to Accomplishing Person-Centered Transition Planning -- t| Strategies for Transition Planning -- g| II t| Facilitating and Supporting Transition -- g| 6 t| Secondary School Restructuring / r| Mary A. Falvey, Lori Eshilian, Richard L. Rosenberg g| 127 -- t| Characteristics of One Inclusive School -- g| 7 t| Teaching for Transition / r| Susan Johnson, Paul Wehman g| 145 -- t| Curriculum Design for Transition: What Should Teachers Teach? -- t| What Resources Should Teachers Use for Curriculum Development? -- t| How Are Units and Lesson Plans Designed? -- t| Where Should Teachers Provide Instruction? -- t| What Are Good Instructional Methods for Students Who Perform at a Lower-than-Average Level? -- t| How Do Teachers Implement Community-Based Training? -- g| 8 t| Finding Jobs for Young People with Disabilities / r| Cary Griffin, Pam Sherron Targett g| 171 -- t| Value of Services -- t| Employer Queries -- t| Job Seeker Expectations -- t| Identifying Business Contacts -- t| Making Contact -- t| Employer Presentation -- t| Job Analysis -- t| Job Carving -- g| Appendix t| Americans with Disabilities Act -- g| 9 t| Vocational Placements and Careers / r| Paul Wehman, Valerie Brooke, Katherine J. Inge g| 211 -- t| Business and Industry: Understanding the Role of the Economy -- t| Barriers to Employment Competence -- t| Vocational Placement Options: What Are the Choices? -- t| Consumer-Driven Approach to Supported Employment -- t| Does Supported Employment Work? -- t| Natural Supports in the Workplace -- t| Conversion from Day Programs to Community-Based Employment -- g| 10 t| Pursuing Postsecondary Education Opportunities for Individuals with Disabilities / r| Elizabeth Evans Getzel, Robert A. Stodden, Lori W. Briel g| 247 -- t| Impact of Postsecondary Education on Employment -- t| Preparing Students with Disabilities for Postsecondary Education -- t| Adjusting to Postsecondary Education Programs -- g| 11 t| Independent Living / r| Michael D. West g| 261 -- t| Changing Paradigms of Independent Living -- t| Identifying and Filling Community Support Needs -- t| Types of Support Needs -- g| III t| Designing and Implementing Individualized Transition Plans -- g| 12 t| Applications for Youth with Mild Cognitive Disabilities g| 277 -- t| Who Are Individuals with Mild Cognitive Disabilities? -- t| Challenges of Working with Youth with Mild Cognitive Disabilities -- t| Choice and Empowerment -- t| Supports and the American Association on Mental Retardation -- t| Assessment of Youth with Mild Cognitive Disabilities -- t| Curriculum Strategies for Youth with Mild Cognitive Disabilities -- t| Need for1 Greater Emphasis on Vocational Curriculum -- t| Setting Transition Goals -- t| Implementing Individualized Transition Plans for Youth with Mild Cognitive Disabilities -- t| Evaluation of Transition Outcomes for Youth with Mild Cognitive Disabilities -- g| Appendix t| Major Life Demands -- g| 13 t| Applications for Youth with Significant Cognitive Disabilities g| 315 -- t| Who Are Individuals with Significant Cognitive Disabilities? -- t| Characteristics of a Transition Curriculum -- t| Essential Components of Community-Based Vocational Instruction -- t| Individualized Transition Goals for Youth with Significant Cognitive Disabilities -- t| Evaluation of Transition Outcomes for Youth with Significant Cognitive Disabilities -- t| Helping Individuals with Significant Cognitive Disabilities Enter Supported Employment -- g| 14 t| Applications for Youth with Sensory Impairments / r| Phillip D. Rumrill, Jr., Pamela Luft g| 341 -- t| Who Are Individuals with Visual Impairments? -- t| Who Are Individuals Who Are Deaf or Hard of Hearing? -- t| Who Are Individuals Who Are Deaf-Blind? -- t| Characteristics of Youth with Sensory Impairments -- t| Unique Learning Challenges Presented to Professionals by Youth with Sensory Impairments -- t| Assessment Issues for Youth with Sensory Impairments -- t| Teaching Strategies for Youth with Sensory Impairments -- t| Assistive Technology and Accommodations for Youth with Sensory Impairments -- t| Designing and Implementing Individualized Transition Plans for Youth with Sensory Impairments -- t| Community Integration for Youth with Sensory Impairments -- t| Evaluation of Individualized Transition Plan Outcomes for Youth with Sensory Impairments -- g| 15 t| Applications for Youth with Learning Disabilities / r| Elizabeth Evans Getzel, John J. Gugerty g| 371 -- t| Defining Learning Disabilities -- t| Experiences of Individuals with Learning Disabilities -- t| Unique Challenges Presented by Youth with Learning Disabilities -- t| Assessment for Transition -- t| Teaching Strategies -- t| Preparing for Transition -- g| 16 t| Applications for Youth with Emotional and Behavior Disorders g| 399 -- t| Who Are Youth with Emotional and Behavior Disorders? -- t| Unique Challenges of Youth with Emotional and Behavior Disorders -- t| Discipline and Functional Assessment -- t| Transition Assessment -- t| Teaching for Transition -- t| Job Clubs for Youth with Behavior Disorders -- t| Job Opportunities for Youth with Emotional and Behavior Disorders -- t| Evaluation of Transition Outcomes for Students with Emotional and Behavior Disorders -- t| Supported Employment Outcomes for Individuals with Emotional and Behavior Disorders -- g| 17 t| Applications for Youth with Orthopedic and Other Health Impairments / r| Michael D. West g| 427 -- t| Behavior and Learning Characteristics of Youth with Orthopedic and Other Health Impairments -- t| Unique Challenges Presented by Youth with Orthopedic and Other Health Impairments -- t| Assessment of Youth with Orthopedic and Other Health Impairments -- t| Teaching Strategies for Youth with Orthopedic and Other Health Impairments -- t| Designing and Implementing Individualized Transition Plans for Youth with Orthopedic and Other Health Impairments -- t| Evaluation of Transition Outcomes for Youth with Orthopedic and Other Health Impairments -- g| 18 t| Applications for Youth with Traumatic Brain Injury / r| Paul Wehman, Lori Keyser-Marcus, Michael D. West, Pam Sherron Targett, John Bricout g| 449 -- t| Traumatic Brain Injury: An Overview -- t| Characteristics of Youth with Traumatic Brain Injury -- t| Costs of Traumatic Brain Injury -- t| Enhancing Academic Reentry and Inclusion -- t| Designing School-to-Work Transition Programs for Youth with Traumatic Brain Injury -- t| Unique Challenges Presented by Youth with Traumatic Brain Injury -- t| Vocational Goals and Expectations -- t| Assessment for Transition -- t| Helping Individuals with Traumatic Brain Injury Go to Work -- t| Employment Supports.
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