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.
Expected Outcomes and Emerging Values
Expected Outcomes and Emerging Values
Historically, “educational outcomes” for students with intellectual and developmental disabilities have primarily focused on “access to instruction” or the skills learned and applied within a classroom setting. The emphasis on access to instruction and classroom-based learning failed to provide these students with the skills needed to achieve valued postschool outcomes, including personal independence, employment, and community/family participation. As a result, a number of researchers have suggested that the expected outcomes of educational programs for students with intellectual and developmental disabilities should be defined more broadly to reflect the actual demands of living successfully in the community (Baer, Flexer, & Dennis, 2007; McDonnell, Hardman, & McDonnell, 2003; Neubert & Moon, 2006; Wehman, 2006). Achieving these broad outcomes ...
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