The new transition handbook strategies high school teachers use that work!

To help students with disabilities make a smooth transition from high school to adulthood, you need proven and practical strategies that prepare them for success in an increasingly complex world. You'll find more than 500 research-based, teacher-tested support strategies in The New Transition Handbook --the modern transition guide for today's students and the professionals who support them. The revised edition of Hughes & Carter's bestselling The Transition Handbook , this thoroughly updated guide is everything transition teams want: it's ultra-practical, fast and easy to navigate, cost-effective, and reflects the latest research and legislation affecting young adults with disabilities. Packed with ready-to-use strategies for teaching key skills and developing effective school and community supports, this is the ultimate guide to helping students achieve self-determination access the general curriculum increase social acceptance and participation set and reach individualized goals strengthen positive behavior prepare for postsecondary education develop employment skills access community resources learn critical functional skills

With the convenient "menu" format, you can flip right to the strategies you need without having to page through the entire book. And the included CD-ROM gives you more than 25 printable checklists and observational forms that address social skills, classroom supports, job satisfaction, modified grading, and more. Keep this guidebook at your fingertips year after year, and you'll provide effective, individualized support for young people with disabilities as they begin fulfilling, self-determined adult lives.

With more on today's most critical transition topics!

transition assessment new technology postsecondary education community-based instruction student-directed planning and learning

Author Notes

Erik W. Carter, Ph.D., Assistant Professor of Special Education, University of Wisconsinâe"Madison, 432 East Campus Mall, Madison, Wisconsin 53706

Dr. Carterâe(tm)s research, teaching, and writing focus on effective strategies for including youth and young adults with disabilities meaningfully in schools and communities. He is the author of Including People with Disabilities in Faith Communities: A Guide for Service Providers, Families, and Congregations (Paul H. Brookes Publishing Co., 2007) and co-author of Peer Buddy Programs for Successful Secondary School Inclusion (Paul H. Brookes Publishing Co., 2008) and The Transition Handbook: Strategies High School Teachers Use That Work! (Paul H. Brookes Publishing Co., 2000). Prior to receiving his doctorate from Vanderbilt University, he was a high school transition teacher in San Antonio, Texas.

Carolyn Hughes, Ph.D., is an associate professor in the Department of Special Education at Vanderbilt University in Nashville, Tennessee, and Project Director of the federally funded Metropolitan Nashville Peer Buddy Program. In 1990, she received her doctoral degree in special education from the University of Illinois at Urbana-Champaign, specializing in the areas of secondary transition and employment and self-management strategies. At Vanderbilt University, Dr. Hughes teaches courses in behavior management and the transition from school to adult life and manages several federally funded research and personnel preparation grants. She conducts research and publishes widely in the areas of self-instruction and self-determination, supporting the transition from school to adult life, and social interaction and social inclusion of high school students. Dr. Hughes is a coauthor of Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition (Paul H. Brookes Publishing Co., 1998) and is on the editorial board of the American Journal on Mental Retardation, Education and Training in Mental Retardation and Developmental Disabilities, Journal of The Association for Persons with Severe Handicaps, Journal of Behavioral Education, and Journal of Positive Behavior Interventions. In addition, Dr. Hughes taught general and special education classes in public schools in Montana for 10 years.

Dr. Wehman is Professor of Physical Medicine with joint appointments in the Departments of Rehabilitation Counseling and also Special Education and Disability Policy at Virginia Commonwealth University. He serves as Chairman of the Division of Rehabilitation Research in the Department of Physical Medicine and Rehabilitation. Dr. Wehman has his Ph.D. in Behavioral Disabilities from University of Wisconsin-Madison.

As one of the original founders of supported employment, he has worked closely with business and industry since 1980 and has published over 200 articles and authored or edited more than 40 books primarily in transition, severe disabilities, autism, traumatic brain injury and employment for persons with disabilities. He has been the Principal Investigator on 41 million dollars in grants during his career.

As the father of two young adults with disabilities, he brings a strong parental as well as business perspective to his work. He is highly active in speaking to professionals, parents, advocates and businesses on transition and employment for people with autism, traumatic brain injury, spinal cord injury and other developmental disabilities. On a daily basis he works with individuals with disabilities, communicates regularly with professionals in the world of business related to disability and diversity, and is active in teaching and mentoring medical students, residents, and doctoral students in rehabilitation medicine, special education, rehabilitation and psychology. A major focus of Dr. Wehman''s work is on expanding the partnerships with business

Excerpts

Excerpted from Chapter 1 of The New Transition Handbook , by Carolyn Hughes, Ph.D. and Erik W. Carter, Ph.D. Copyright Â© 2012 by Paul H. Brookes Publishing Co. In this chapter, you will learn Why we need a model of transition support How we developed the Transition Support Model What is new and unique about The New Transition Handbook How to use The New Transition Handbook Case Study 1.1 Wesley Hopkins Wesley Hopkins attended a large, rural, consolidated high school during his freshman year. Things just did not seem to click for him there. Back in his hometown of Sharon Springs, he had attended a small elementary school where he knew all the students. He felt comfortable there, and kids did not make fun of him for some of the words he mispronounced or stumbled over in class. School was hard, and his grades were never good, but there was always recess and gym, where he excelled at kickball and baseball. Nobody hit a homer like Wesley. That is when he really shone and could feel good about himself. It got tougher in middle school, though. Classes were harder, he was always in trouble at home because of his grades, and he did not know all of the kids at school anymore. And then there was the teasing every time he gave a botched answer in class or failed another test. It was getting to the point where he did not even want to play sports anymore. Maybe the kids would make fun of him there, too. Wesley certainly was not looking forward to attending Randolph High School when he finished eighth grade. It was all the way across the valley and brought students from five rural middle schools together. He knew he would be lost. And speaking up and making friends was not really something Wesley felt he knew how to do, especially when he had to change classes and classmates every 50 minutes. Just as he had suspected, Wesley's grades started slipping even more. He was already failing four of his seven classes by the end of the first grading period in October. One of his teachers was talking about referring him to special education, but what was the sense in going to school anyway? It didn't seem worth the effort. Sometimes in the morning, instead of getting on the school bus at the end of the road by his house, Wesley started hiding in the shed behind the barn and staying all day until school was over. After a while, he never got on the bus to go back to school at all. THE NEED FOR A MODEL OF SUPPORT THAT WORKS Open the front section of any local newspaper or talk to any high school teacher or principal and you are reminded that Wesley's story, unfortunately, is not unusual. For many students, high school is not a positive experience leading to a successful transition to adult life. A promising career, satisfying personal relationships, a comfortable home, enjoyable leisure time activities--the expectations many of us hold for adulthood--do not materialize for a sizable number of students who leave high school. Secondary and Postschool Life Outcomes of Students with Disabilities Secondary education has not resulted in a successful transition to adulthood for many students, despite growing attention in federal policy, research, and the media (Newman, Wagner, Cameto, & Knokey, 2009). Unemployment or underemployment, financial dependence, limited social relationships, segregation, and poverty are the outcomes faced by many students as they leave high school and enter their adult lives (Hughes & Avoke, 2010). For example, Newman et al. (2009) reported that only 31% of youth with intellectual disabilities are employed (primarily part time) after leaving high school, only 7% attend postsecondary education as their sole postschool activity, only 14% live independently or semi-independently, only 26% have a checking account, and only 11% participate in a community group, such as a Excerpted from The New Transition Handbook: Strategies High School Teachers Use That Work! by Carolyn Hughes All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

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Excerpts