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.

The Role of Secondary Education in Transition

The role of secondary education in transition

As discussed in Chapter 1, contemporary transition models emphasize the important role that secondary programs play for students with intellectual and developmental disabilities in supporting their transition to community life. This has led advocates and professionals to suggest that secondary education be conceptualized as a longitudinal process that cumulatively develops life skills, creates access to needed resources, and provides personal supports necessary for successful adjustment to employment and independent living (Baer, Flexer, & Dennis, 2007; Bambara, Wilson, & McKenzie, 2007; McDonnell, 2003; Neubert & Moon, 2006; Rusch & Millar, 1998; Wehman, 2006a). It has also been suggested that to be successful the transition process must begin no later than middle or junior ...

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