Transition Planning for Secondary Students with Disabilities, 4th edition

Readers get the foundation they need for a solid understanding of up-to-date treatments for adolescence and young adulthood, family and culture, and career development in the context of transition systems (Section I). This edition emphasizes tying the developmental tasks of youth to environments important to the development of self-determination.

The backward planning process is made clear in the chapters on the transition IEP (Section II). Included are steps for performing appropriate assessments to identify self-determined postschool goals through the writing of IEP goals that support them.

A broad framework for judging the merit of transition services and systems is provided in the chapters on postschool outcomes and achieving a quality of life (Section III).

Readers are introduced throughout to a process that bases student goals and activities in strengths, preferences, interests, and needs (SPIN), resulting in improved student performance and satisfaction in their future educational, employment, and community environments.

Students are introduced to real-life situations and challenges—and prepared for the realities of their future classrooms—through diverse case studies, examples, and applications throughout the text.

A new organization and four new chapters improve the focus and readability of this popular guide to transition.

Students get exposure to transition planning early to anchor subsequent learning to the course. Transition topics are organized around four essential elements of transition and a backward planning process.

Readers learn to use appropriate assessments to develop self-determined postschool goals, to support the goals through courses of study and transition services, and to implement IEP goals toward postschool goal refinement and completion in themodel presented for the transition IEP.

A framework for backwards and person-centered planning and self-determination is presented in the new chapter, “Developing Postschool Goals”.

Strategies for IEP goal development—according to the needs of students with disabilities, using a variety of support accommodations and instructional approaches—are presented in a new chapter, “Writing IEP Goals for Transition Teaching”.

Readers get a better organization of coordinator information by the “Kohler Taxonomy” in the revised chapter, “Transition Coordination”. It provides a review of evidence-based practices (EBP) for each category.

Aligning transition with standards-based curriculum is made clearer in a new chapter, “Identifying Courses of Study”. Teachers and transition professionals are better able to meet student postschool goals through academic and functional performance.

Students get a clear look at major ideas, concepts, and strategies through the Critical Points features that provide summaries in line with each major chapter heading.

Students see the concepts in action through the text’s diverse case studies and applications that illustrate organizing concepts and provide tips or recommendations for practice.