About the online companion materials -- About the author -- About the contributors -- Preface -- Acknowledgments -- Part 1: Introduction: -- 1: Transition: New horizons and challenges / Paul Wehman -- Meet the faces of transition in America -- Defining transition -- 2010 Survey of Americans with Disabilities: Much work remains to help persons with disabilities gain employment -- National Longitudinal Transition Study-2: What happens to youth when they leave school? -- Gallup Poll employer results: the news is not all bad -- Is business the answer to improving transition outcomes? -- Making the journey to adulthood: the importance of setting goals -- Evidence-based transition research: the foundation for recommended practices -- Related disability legislation -- Challenges that affect youth with disabilities -- Transition themes for success: why do some students succeed and others do not? -- Conclusion -- Study questions -- Online resources -- 2: Self-determination: getting students involved in leadership / Michael L Wehmeyer and Karrie A Shogren -- What is self-determination? -- Self-determination, disability, and empowerment -- Assessments, methods, and strategies to promote self-determination -- Conclusion -- Study questions -- Online resources -- 3: Families and young people with disabilities: listening to their voices / Pamela Targett and Paul Wehman -- Parent and student involvement as key components of successful transition -- Barriers to and strategies for involvement -- Supporting improved outcomes -- Conclusion -- Study questions -- Online resources -- Part 2: Transition Planning And Support: -- 4: Individualized transition planning: building the roadmap to adulthood / Kira Austin and Katherine M Wittig -- Goals of individualized transition planning -- Person-centered planning: values and transition -- Tools and strategies associated with person-centered transition approaches -- Student-directed transition individualized education programs -- Evidence-based practices in transition planning -- What are the best steps to implement person-centered individualized transition planning? -- Conclusion -- Study questions -- Online resources -- 5: Multicultural transition planning: including all youth with disabilities / Audrey A Trainor and Sunyoung Kim -- Defining diversity -- Thinking ecologically: understanding culture as interaction and process -- Strategies for transition planning and education in a diverse society -- Conclusion -- Study questions -- Online resources -- 6: Transition planning and community resources: bringing it all together / Valerie Brooke, W Grant Revell, Jennifer McDonough, and Howard Green -- Community organizations: service structures and outcomes -- Social Security work incentives: removing barriers to work -- Impact of employment on Supplemental Security Income benefits -- Transition and community training, employment, and support programs -- Strong alliances between schools and businesses -- Conclusion -- Study questions -- Online resources.

Part 3: Transition Service Delivery In The Schools: -- 7: Full inclusion into schools: strategies for collaborative instruction / Kim Spence-Cochran, Cynthia E Pearl, and Zachary Walker -- National commitment to inclusion -- Historical perspective on inclusion -- Philosophical approaches to inclusion -- Special education service delivery -- Preparing for successful inclusion -- Transition and inclusion -- Inclusive community programming -- Conclusion -- Study questions -- Online resources -- 8: High-stakes accountability and students with disabilities: the past and what's to come / Margaret J McLaughlin: -- What are the new reform policies? -- Next phase of the standards movement -- Challenge and opportunity for students with disabilities -- Educational attainment and economic implications -- Conclusion -- Study questions -- Online resources -- 9: Secondary curriculum and transition / Emily C Bouck -- Issues facing secondary curriculum -- Types of curriculum -- Guidelines for teachers in curriculum design -- Conclusion -- Study questions -- Online resources -- 10: Assessment and teaching for transition / Colleen A Thoma, Kimberly Boyd, and Kira Austin -- Teaching academic content to secondary students with disabilities -- General education curriculum -- Alteration or adaptation to the general curriculum -- Conclusion -- Study questions -- Online resources -- 11: Teaching social skills and promoting supportive relationships / Erik W Carter and Carolyn Hughes -- Importance of social skills and relationships in the lives of youth -- Challenges encountered by youth with disabilities -- Promising and evidence-based intervention approaches -- Developing a peer support program -- Promoting social skills and relationships across settings -- Designing quality instruction and effective supports -- Conclusion -- Study questions -- Online resources.

Part 4: Work And Life In The Community: -- 12: Using technology from school to adulthood: unleashing the power / Amy J Armstrong, Tony Gentry, and Paul Wehman -- Impact of assistive technology on quality of life -- Employment and assistive technology -- Acquiring and using assistive technology -- Conclusion -- Study questions -- Online resources -- 13: Securing meaningful work in the community: vocational internships, placements, and careers / Paul Wehman and Valerie Brooke -- What is possible: setting options for work -- Barriers to employment competence -- Establishing a national employment agenda -- Vocational options: what are the choices? -- Competitive employment and business models -- Workplace supports -- Conclusion -- Study questions -- Online resources -- 14: Developing jobs for young people with disabilities / Pamela Targett and Cary Griffin -- School's role in improving outcomes -- Guiding points -- Job development defined -- Supported employment -- Review of literature -- Getting prepared -- Creating a job -- Conclusion -- Study questions -- Online resources -- 15: Pursuing postsecondary education opportunities for individuals with disabilities / Elizabeth Evans Getzel and Lori W Briel -- New postsecondary education opportunities for students with intellectual disabilities -- Dual-enrollment opportunities for students with disabilities -- Postsecondary transition considerations -- Developing essential skills needed for college -- Applying strategies to remain in college -- Conclusion -- Study questions -- Online resources.

Part 5: Designing And Implementing Plans For Transition: -- 16: Applications for youth with intellectual disabilities / Paul Wehman and LaRon Scott -- Who are individuals with intellectual disabilities? -- Employment and school participation for youth with intellectual disabilities -- Challenges of working with youth with intellectual disabilities -- Assessment of youth with intellectual disabilities -- Curriculum strategies for youth with intellectual disabilities -- Evaluating transition outcomes for youth with intellectual disabilities -- Helping individuals with intellectual disabilities enter inclusive employment -- Conclusion -- Study questions -- Online resources -- 17: Applications for youth with learning disabilities / Elizabeth Evans Getzel and John J Gugerty -- Defining learning disabilities -- Unique challenges presented by youth with learning disabilities -- Assessment for transition -- Setting transition goals -- Universal design for learning -- Instructing students in a multicultural classroom -- Assistive technology -- Preparing for transition -- Conclusion -- Study questions -- Online resources -- 18: Applications for youth with emotional and behavior disorders / Paul Wehman, Kevin Sutherland, and Edwin O Achola -- Who are youth with emotional disturbance? -- Unique challenges and issues for youth with emotional and behavior disorders -- Discipline and functional assessment -- Need for highly qualified teachers -- Transition assessment -- Teaching for transition -- Supported employment outcomes for individuals with emotional and behavior disorders -- Conclusion -- Study questions -- Online resources -- 19: Applications for youth with autism spectrum disorders / Carol Schall, Pamela Targett, and Paul Wehman -- Characteristics of youth with autism spectrum disorders -- Diagnostic and behavioral characteristics of individuals with autism spectrum disorder -- Autism as a multidimensional disorder -- Unique challenges of transition-aged youth with autism spectrum disorder -- Outcomes for individuals with autism spectrum disorder -- Characteristics of excellent transition programs for students with autism spectrum disorder -- Transition team building for youth with autism spectrum disorder -- Identifying the vision for students with significant communication deficits -- Curriculum, literacy, and the individualized education program -- Curriculum and students with autism spectrum disorder who work toward standard or advanced studies diploma -- Scientifically based practices for educating and supporting youth and young adults with autism spectrum disorder -- Behavior challenges, functional behavior assessment, and behavior intervention plans -- Transition services for individuals with autism spectrum disorder -- Job supports for individuals with autism spectrum disorder -- Conclusion -- Study questions -- Online resources -- 20: Applications for youth with traumatic brain injury and other health impairments / Paul Wehman, Michael D West, Pamela Targett, and Charles Dillard -- Who are individuals with traumatic brain injury, orthopedic impairments, and other health impairments? -- Assessment for transition: unique challenges -- Assessment for transition needs -- Teaching strategies and supports for transition to work -- Designing and implementing individualized transition plans -- Transition from school to work -- Power of technology -- Evaluation of transition outcomes -- Conclusion -- Study questions -- Online resources -- References -- Glossary -- Index.