Summary
Contents
Subject index
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.
Postschool Residential Alternatives
Postschool Residential Alternatives
The provision of transition services as outlined in the Individuals with Disabilities Education Act requires that secondary programs develop a coordinated set of transition services designed to improve students’ postschool outcomes in employment, postsecondary education, adult living, and community participation. One area of planning that is often underemphasized is preparation for adult independent living. The importance of systematic planning for adult living options is reinforced by the fact that the National Longitudinal Transition Study-2 reports that 48.8% of youth with mental retardation, 45.8% of youth with autism, and 40.8% of youth with multiple disabilities expect to live away from home without supervision when they exit school (Wagner, Newman, Cameto, Levine, & Marder, 2007). Addressing this expectation requires parents, students, and ...
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