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...
