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.
Curriculum
Curriculum
Curriculum for students with intellectual and developmental disabilities has changed significantly over the last several decades. During the 1960s and 1970s, the content of students’ educational programs was typically drawn from preacademic or elementary academic skill sequences (e.g., reading, math, writing), developmental skill sequences (e.g., cognitive, communication, motor), or analyses of functional living skills (Bellamy, Wilcox, Rose, & McDonnell, 1985; Brown et al., 1988). Advocates and researchers began to raise questions about the utility of these curricula in improving the quality of life of students based on the poor transition outcomes that were realized by the first cohorts of students exiting public school following the passage of the Education for All Handicapped Children Act (Hasazi, Gordon, & Roe, 1985; Wilcox & Bellamy, 1982). Their ...
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