Addressing the full range of curricular and instructional issues that face professionals working in middle school, high school, and post-high school programs, Successful Transition Programs: Pathways for Students With Intellectual and Developmental Disabilities, Second Edition is the most relevant text available for teachers and administrators. Authors John McDonnell and Michael L. Hardman take the position that the most effective transition programs are those that cumulatively build on the capacity of students for employment, community living, and citizenship.

Key Features and Benefits

Covers systematic transition planning, employment preparation, participation in the general education curriculum, instruction in community settings, and preparing students to live as independently as possible; Aligns with recommended practice in the field and with federal legislation governing educational and community service programs; Contains ecological curriculum models for students with intellectual and developmental disabilities; Includes focus review questions, real-life example windows, and point/counterpoint boxes from key researchers on controversial issues to help readers connect the book's concepts with the typical needs of students.

Historical and Legislative Foundations

Historical and legislative foundations

Each year, more than 3 million students graduate from high school in the United States (U.S. Department of Education, 2008). For many, graduation is a time of celebration—a rite of passage into independence and adult life. Unfortunately, this is often not the case for students with intellectual and developmental disabilities. For these students and their families, the transition from school to adult life may be a time of uncertainty and concern about the future (Bambara, Wilson, & McKenzie, 2007; Larkin & Turnbull, 2005). Students with intellectual and developmental disabilities lack the myriad opportunities and choices for postsecondary education, community living, and employment that are commonly available to their peers who are not disabled (Bambara et al., 2007; Wagner, ...

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