Collaborative Approach to Transition Planning for Students With Disabilities
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- ISBN 9781638221647
- Weight: 860g
- Dimensions: 178 x 254mm
- Publication Date: 15 May 2025
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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The book’s framework is specially designed to advance students’ involvement and participation in their lives, not only in the presence of the most severe sensory and intellectual disabilities, but also in the case of multiple disabilities. Unique scenarios not typically seen in other textbooks, such as IEP team disagreements, students with terminal illnesses, students with ill or overworked parents, or students living in poverty are also explored.
This updated edition also includes:
- Descriptions of research-based practices to maximize students’ self-determination, autonomy, goal setting, and ability to have successful life experiences
- Opportunities to integrate knowledge with practice by providing strategies that relate to the real-life difficulties students and transition planning specialists may encounter
- Easy-to-replicate communication tools, such as letters to students and parents, as examples to enhance collaboration
- Methods for teachers to effectively promote and increase student involvement and collaboration by using structured and interactive interviews
- Guidance aligned with the most up-to-date special education law
A Collaborative Approach to Transition Planning for Students with Disabilities reflects the universal challenges that teachers, families, and finally, the students themselves face, as they progress through school with a disability. For students with disabilities, the key component to successful transition planning is creating a collaborative atmosphere that allows them to be successful. This book promises to serve as an essential resource to all who are dedicated to that goal.
JoAnn M. Rae, EdD, teaches special education classes at the graduate school level and develops early childhood books for children with autism and delayed language acquisition. For over 25 years, she has worked with children and students with disabilities, supervising early intervention, school-age programs, and inclusion classes, and developing transition plans. Dr. Rae’s work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Her education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.
