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Growing Up: Transition to Adult Life for Students with Disabilities

By Daniel E. Steere, Ernest Rose, Domenico Cavaiuolo

Published by Pearson

Published Date: Apr 5, 2006


Through case studies and clearly presented content, this book helps readers learn what they can do to assist students with disabilities in achieving positive adult outcomes.


Professionals, students of special education and families of students with disabilities will all benefit from this comprehensive introduction to transition services.


This book provides a comprehensive and clear introduction to effective transition services for students with disabilities who are leaving the special education system.  The Prologue and Chapter 1 provide an overview of the topic of transition services, and the remaining chapters go into detail about specific aspects of the transition planning process.  The central roles of students with disabilities and their families are emphasized.  Case studies of two individuals, one with mild disabilities and one with severe disabilities, are followed throughout the text to illustrate effective practices, ensuring readers are able to apply the content to students with different types and severity of disabilities, and are able to understand how practices can be tailored to meet individual student needs.  The content is presented so that readers can apply key strategies immediately in their work as teachers or in other professional capacities.  Research Summaries in each chapter address the research basis for effective practices that are discussed throughout the book.  Spotlight on History in most chapters provides a short biography on an individual who made a significant contribution to the development of transition services.  Additional resources and websites are included at the end of each chapter. 

Table of Contents

Each chapter begins with “Chapter Objectives” and “Key Topics to Look For in This Chapter…” and concludes with “Chapter Summary,” “Application Activities For Practice and Enhanced Understanding,” “For Your Portfolio,” and “References.”








Prologue: Overview of Transition to Adult Life for Students with Disabilities.


1. Transition to Adult Life for Students with Disabilities: Foundations, Definitions, and Legislation.


What Is the Purpose of Public Education?

Definitions of Transition

Legislative Definitions

A Definition from the Field

A Broader Perspective on Transition

Other Aspects of Transition

Shift from Entitlement to Eligibility

Domains of Adult Living

Visions of Success

Sue Anne



2. Student Perspectives and Involvement in Transition.


Concerns and Interests of Typical Adolescents

Research on Students’ Involvement in Transition Planning

Self-Determination: Taking Charge of Your Own Life

Sue Anne and Mike

Involving Students in Transition Planning

Before Planning Meetings

After the Planning Meeting

Creative Approaches to Involving Students and Their Families

Person Centered Planning

Mike’s Person Centered Plan


3. Families’ Perspectives and Involvement in Transition


Times of Change in the Lives of Families

The Family as a System

Research on Families in Transition

Transition and the Families of Sue Anne and Mike

Cultural Differences and Families

Challenges to Family Involvement in Transition Planning

Schedule Changes

Changes in Focus of the Program

Who to Trust?

Where Is the Celebration?

What Is Best for Our Child, and For Us?

Creative Strategies for Better Involving Families in Transition Planning

Build Trust

Heighten Awareness

Ask Guiding Questions

Provide Information

Provide Support and Reassurance

Help Identify Family Resources

Connect to Sources of Support


4. The Transition Planning Process.


Setting the Stage: James’ Transition Plan

Research on Transition Planning for Students with Disabilities

The Importance of Effective Transition Planning

A Closer Focus on Transition

The Transition Planning Process

Transition Planning

Transition Preparation

The IEP Meeting for Transition Planning

IEP/Transition Planning Team

The Planning Meeting

Prepare for the Transition Planning Meeting

Make Introduction and Clarify the Purpose

Sequence the IEP and Transition Discussion

Clarify Participant Responsibilities in an Action Plan

Summarize the Meeting Results

The Transition IEP

Generic Transition Planning Practices

Clarification of a Vision of Success to Guide Transition Efforts

Close Collaboration and Support of Family and Significant Others

Dynamic Assessment Processes, Based on Relevant Questions

Reference of Curricula to Local Community Environments

Individual Sequences of Assistance to Enhance Optimal Learning

Connections to Sources of Community Support


5. Interaction Across Agencies.


Setting the Stage, Part II: A Return to James’ Transition Plan

Research of Collaboration and Interaction Across Agencies

Community Linkages

Adult Service Options

Federally Funded Programs and Services

Vocational Rehabilitation (VR)

Social Security

State-funded Programs and Services

Development Disabilities/Mental Retardation and Mental Health Offices

Local Service Providers

Role and Responsibilities of Adult Service Agencies

Student Responsibility in Identifying and Selecting Service Providers

Potential Barriers to Interagency Collaboration and/or Community Linkages

Sue Anne and Mike


6. Interaction with Businesses.


Research Related to Interacting with Businesses

The Role of Business and Industry in Transition Programs

Sue Anne


Developing Community-based Training Experiences

Steps in Developing Community-based Training Experiences

Developing Jobs for Adulthood

Compatibility Matching

Job Analysis

Adapting Jobs and Designing Reasonable Accommodations

Teaching Students to Develop Their Own Jobs

Develop and Update One’s Own Résumé

Develop a Network of Support

Practice Interviewing Skills

Analyze Jobs and Assess the Quality of the Match

Developing Community-based Employment Training Sites that Meet Department of Labor Guidelines

Workplace Culture and Natural Supports

Job Development

Job Training



7. Transition to Postsecondary Education.


Beyond IDEA: Laws and Regulation for Adults with Disabilities

The Rehabilitation Act of 1973, Section 504

The Americans with Disabilities Act (ADA)

The Family Educational Rights and Privacy Act (FERPA)

Self-Determination as an Organizing Concept for the Transition to Postsecondary Education

Defining Self-Determination

Teaching the Skills of Self-Determination


Planning the Transition to Postsecondary Education

Independent-Living Skills–Start Early, Teach Often

Academic Planning

Credit-based Transition Programs

Some Practical Matters Affecting Choice

Assistive Technology and Universal Design

Assistive Technology

Universal Design


8. Moving Out of the Family Home to Community Living.


Overview: When Typical Young People Move Away from Home

Developing Skills for Independence

Impact on Young People and Their Families

The Range of Options for Community Living for Young People with Disabilities

Supported Living Philosophy and Approach

The Reality of Waiting Lists

Research Related to Community Living for Individuals with Disabilities

Acquiring Skills for Community Living

Transition Planning for Community Living

Community Involvement and Participation

Sue Anne and Mike

Sue Anne



9. Models for Integrated Community Employment.


Mike Wants to Work

Research on the Development of Integrated Employment Opportunities

The Role of Education in Preparing for Employment

Supported Employment

Defining the Elements of Supported Employment

Key Components of Supported Employment

Models of Supported Employment

Assessment for Community Employment

Vocational Assessment and Planning

Initiating Career Development: How It All Comes Together


10. Curriculum for Students in Transition.


Research Related to Secondary-Level Curriculum and Transition

Post-School Outcomes: The Guiding Force in Curriculum Development

Sue Anne


Functional Adult Living Skills for All Students

Curriculum Standards and Infusion of Functional Skills

Perspectives of Business and Industry

Using the Community for Instruction

Develop Relationships with Community Businesses

Ensure Connection to the IEP

Address Multiple Skills

Schedule Regular Instruction in the Community

Promote Inclusion in the Community


11. Recreation, Leisure, and Healthy Living for Students in Transition.


Research Related to Recreation, Leisure, and Healthy Living for People with Disabilities

Recreation and Leisure for Students in Transition

Options for Community Recreation

Sue Anne


Options for Recreation in t he Home

Friends and Community Connections

Addressing Recreation and Leisure Through the Curriculum

Processing for Identifying Appropriate Recreation and Leisure Activities

Developing Patterns of Healthy Living

Dimensions of a Healthy Adult Lifestyle

Threats to Healthy Living

Addressing Healthy Living Through the Curriculum


12. International Issues and Practices in Transition Services and Employment of Individuals with Disabilities.


Employment and Rehabilitation Practices in European Countries

United Kingdom (UK)



Employment and Rehabilitation Issues in the Developing World


Public Policy


Employment and Rehabilitation Practices in the Developing World




International Career Options for Students with Disabilities

International Exchange

International Affairs

International Development

Employment Prospects







Growing Up: Transition to Adult Life for Students with Disabilities

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