Successful Transition Programs

Pathways for Students With Intellectual and Developmental Disabilities

John McDonnell, Michael L. Hardman

• Publisher: SAGE Publications, Inc
• Year: 2009
• Print ISBN: 9781412960212
• eBook ISBN: 9781506331669
• Edition: 2
• Topic: Education
• Subtopic: Inclusive Education

This book is available to instructors and students in an electronic version!

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

Index

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Academic adjustments, 327 (box)

Academic skills, 334 (box)

Accommodations, reasonable, 325–326, 327, 327 (box)

Accountability principles, 13

Acculturation, 136, 137

Achievement standards:

alternate assessments for, 65–66

general education curriculum and, 65

identifying alternate standards, 70

structure of, 66–67

Active leisure activities, 234–235 (table)

Activities, in ecological curricula, 72–73, 73 (table), 74 (figure), 75–76

ADA. See Americans with Disabilities Act of 1990

Adaptive recreation programs, 221–223

Adequate Yearly Progress (AYP), 65

Adolescent development, 45–47

Adulthood, 46, 115–116

Age-appropriateness:

ecological curricula routines and activities, 76

home and community living, 208

leisure and recreation, 228–229, 230 (box), 231

Agency-directed personal assistance services, 288–289

Agendas, IEP/transition planning meeting, 94–95, 95 (figure)

Alternate assessments, 65–66, 68

Alternate standards, 67–68 (table)

Alternative performance strategies:

home and community living, 212–214, 213 (table)

job analysis, 273

leisure and recreation, 237–238, 238 (table)

American Indian families, 139–140

Americans with Disabilities Act of 1990 (ADA):

leisure and recreation, 224, 226

overview, 15

postsecondary education, 325, 326–327, 327 (box)

Summary of Performance and, 99

Assessment:

alternate, 65–66, 68

content standards, 69 (box)

ecological, 92, 93, 94 (figure)

IEPs/transition plans, 92–93, 94 (figure)

postsecondary readiness, 332–334 (figure), 334, 334 (box), 335 (figure)

standardized, 92–93

supported employment, 302–303

Attendant care, federal support for, 292–293

Authority, parental re...

Table of contents

• Cover Page
• Title
• Copyright
• Brief Contents
• Detailed Contents
• Preface
• Acknowledgments
• About the Authors
• About the Contributors
• Section I: Foundations of Transition Programs
• Section II: Curriculum and Transition Planning
• Section III: Instruction and Educational Supports
• Section IV: Critical Program Components
• Section V: Postschool Options
• References
• Index