Special Education Transition Services for Students with Disabilities

Jeffrey P. Bakken, Festus E. Obiakor, Jeffrey P. Bakken, Festus E. Obiakor

• Publisher: Emerald Publishing Limited
• Year: 2019
• ISBN:
  9781838679798
• Topic: Éducation
• Subtopic: Vie étudiante

While services for students with disabilities have been vastly improved in recent years, and research has created far greater awareness for the issues they face, there are still many obstacles to overcome as these students progress through the education system. This book discusses the considerable challenges these students conquer in education, varying relationships with teachers and academics, learning resources, and everyday social situations. Beginning with an introduction to transition services and students with disabilities, this invaluable text goes on to discuss a wide range of disability topics. Leaders in the field of transition services present recent research on students with learning disabilities, deaf/hard of hearing students, those who have visual impairments, autistic students, those with extensive support needs, physical disabilities, and more. This book is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

INDEX

Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP), 92

Adult education, 138

Alternative certification, 197–199

effective instruction and supports, assess to, 197

future research, 201

highly qualified, assess to, 187

implications for practice, 199–200

limitations, 200–201

method, 188–192

results, 192–196

special education mentor teachers, 197–199

teacher stress and implications, 196–197

in urban districts, 187–188

The American Academy of Pediatrics Joint Committee on Infant Hearing Screening, 70

American Speech-Language-Hearing Association, 153

Americans with Disabilities Act (ADA), 121, 154, 155–156

ASD. See Autism Spectrum Disorders (ASD)

Assistive technology (AT), 88, 91–92

ASD, 109–112

Attention-deficit hyperactivity disorder (ADHD), 11

Autism Spectrum Disorders (ASD)

American Psychiatric Association (APA), 99

definition, 99

educators, 100

independent living, evidenced-based practices for, 110–111

selected evidence-based transition strategies, 101–109

fostering self-determination, 105

independent living skills, 109

peer supports, 107–108

priming before strategy, 103–104

self-advocacy, 105, 106

special interests, 106–107

visual learning, 102–103

technology and, 109–113

communication, 112

decision-making via visual schedules, 112–113

transition supports, 100

video modeling to teach vocational skills, 113–114

Autism, youth with, 5

Behavioral disorders (BD), 45–46

Behavior Assessment for Children (BASC-2), 45

Blind, 83–84, 91–92

See also Visual impairments

Blindness, 173

BLS. See Bureau of Labor Statistics (BLS)

Braille, 88

Bureau of Labor Statistics (BLS), 83–84

Career

awareness, 45–46

education, 84, 88

readiness, 44, 84–85

CCSS. See Common Core State Standards (CCSS)

Certified Assistive Technology Instructional Specialists for People with Visual Impairments (CATIS), 92

Certified Orientation and Mobility Specialists (COMS), 92

Certified Vision Rehabilitation Therapists (CVRTs), 92

Childhood special education programs, 55

Choice-making skills, 20, 21–22

Coaching and mentoring experiences, special educators, 195–196

Common Core State Standards (CCSS), 152–153, 157

Communication, 42–43, 74–75

Autism Spectrum Disorders (ASD), 112

modes, 88

quantity and quality, 55

skills, 43–44

during transition, 71–72

Communities

engagement, 43–44

participation, 138

LLD, 150–151

special education transition services, 8

Community-based activities, 170

Complex problem solving, 42–43

Comprehensive Vocational Evaluation System (CVES), 93–94

CPS. See Current Population Survey (CPS)

Creative skills, 42–43

Critical thinking, 42–44

Culturally and linguistically diverse (CLD) families, 7

Deaf/hard of hearing (d/DHH) students

adulthood, 76

early intervention (EI), 70–73

best practice guidelines, 71

JCIH principles and guidelines for, 72

parental stress, 71–73

regulations for transition, 73

effective transition planning and benefits, 77–79

cultural considerations, 79

family involvement, 78

student involvement, 78–79

identification, 70

preparation for postsecondary life, 79–80

requirements, 76–77

school-aged services, 73–76

Deafness-blindness youth, 5

Decision-making

framework, 43

LLD, 160–161

skills, 20, 21–22

via visual schedules, 112–113

Developmental delay, 54

Diagnostic and Statistical Manual of Mental Disorders (DSM), 99–100

Disabilities

categories, 54

high-need students with, 170–171

Disability-related services, 11

Disability-specific characteristics, 88

Dropping out, 56

Duning − Kruger Effect, 187–188

Dyslexia and LLD, 158–160

EBD. See Emotional and behavioral disorders (EBD)

Education for All Handicapped Children Act of 1975, 168–169

Education, LLD, 150–151

“1-3-6 EHDI plan”, 70

Elementary and Secondary Education Act, 170–171

Emotional and behavioral disorders (EBD)

iGen, 37

society, 39–43

Step-taker program, 47–49

Ten Tr...

Table of contents

• Cover
• Title Page
• Special Education Transition Services for Students with Disabilities: An Introduction
• Transition Services for Students with Learning Disabilities
• Memories of the Warmth: Transition for Students with Emotional and/or Behavioral Disorders
• Special Education Transition Services for Students with Intellectual Disabilities
• Special Education Transition Services for Students Who Are Deaf/Hard of Hearing
• Special Education Transition Services for Students with Visual Impairments
• Special Education Transition Services for Students with Autism
• Special Education Transition Services for Students with Extensive Support Needs
• Special Education Transition Services for Students with Traumatic Brain Injuries
• Speech-language Pathologists’ Role in Promoting Student Participation in Interprofessional Transition Planning Teams
• Transitioning Students with Physical Disabilities and Other Health Impairments
• Foundational Assumptions for Successful Transition: Examining Alternatively Certified Special Educator Perceptions
• Index