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9781598571998

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"""A great resource for teachers, support staff, job developers and family members who are navigating transition for youth with various disabilities . . . The complementing CD is fantastic, allowing the materials to be easily modified for each student."" --Richard Rosenberg, Ph.D."

A great resource for teachers, support staff, job developers and family members who are navigating transition for youth with various disabilities . . . The complementing CD is fantastic, allowing the materials to be easily modified for each student. --Richard Rosenberg, Ph.D.

A great resource for teachers, support staff, job developers and family members who are navigating transition for youth with various disabilities . . . The complementing CD is fantastic, allowing the materials to be easily modified for each student. --Richard Rosenberg, Ph.D.

Should be a required resource for individuals seeking to become special or general educators . . . [provides] excellent methods to differentiate our teaching and assess using formative practical tools. --Ada Winford, M.Ed. MNPS Autism Lead Teacher (06/11/2012) A necessary resource for anyone involved in cutting-edge transition practices . . . undoubtedly the most practical Handbook available. --Scott W. Harrington, Ph.D. BCBA-D, Youth Transition Director, Nevada Center for Excellence in Disabilities, University of Nevada, Reno (06/12/2012) A great resource for teachers, support staff, job developers and family members who are navigating transition for youth with various disabilities . . . The complementing CD is fantastic, allowing the materials to be easily modified for each student. --Richard Rosenberg, Ph.D. A great resource for teachers, support staff, job developers and family members who are navigating transition for youth with various disabilities . . . The complementing CD is fantastic, allowing the materials to be easily modified for each student. --Richard Rosenberg, Ph.D. Gives teachers the tools to effectively complete transition activities within a clear and documented framework . . . will go far in helping to promote more valued roles in school, work, and community settings for individuals with intellectual and developmental disabilities. --Fred R Swanson III

Author Information

Carolyn Hughes, Ph.D., is an associate professor in the Department of Special Education at Vanderbilt University in Nashville, Tennessee, and Project Director of the federally funded Metropolitan Nashville Peer Buddy Program. In 1990, she received her doctoral degree in special education from the University of Illinois at Urbana-Champaign, specializing in the areas of secondary transition and employment and self-management strategies. At Vanderbilt University, Dr. Hughes teaches courses in behavior management and the transition from school to adult life and manages several federally funded research and personnel preparation grants. She conducts research and publishes widely in the areas of self-instruction and self-determination, supporting the transition from school to adult life, and social interaction and social inclusion of high school students. Dr. Hughes is a coauthor of Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition (Paul H. Brookes Publishing Co., 1998) and is on the editorial board of the American Journal on Mental Retardation, Education and Training in Mental Retardation and Developmental Disabilities, Journal of The Association for Persons with Severe Handicaps, Journal of Behavioral Education, and Journal of Positive Behavior Interventions. In addition, Dr. Hughes taught general and special education classes in public schools in Montana for 10 years. Erik Carter, Ph.D. is a Professor in the Department Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, and community settings for children and adults with intellectual and developmental disabilities. Prior to receiving his doctorate, he worked as a high school teacher and transition specialist with youth with significant disabilities. He has published widely in the areas of educational and transition services for children and youth with significant disabilities. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children and the Early Career Award from the American Association for Intellectual and Developmental Disabilities. His research interests include adolescent transitions from school to adult life; peer relationships and peer support interventions; students with severe disabilities, access to the general curriculum; and religion, congregational supports, and disabilities. Dr. Wehman is Professor of Physical Medicine with joint appointments in the Departments of Rehabilitation Counseling and also Special Education and Disability Policy at Virginia Commonwealth University. He serves as Chairman of the Division of Rehabilitation Research in the Department of Physical Medicine and Rehabilitation. Dr. Wehman has his Ph.D. in Behavioral Disabilities from University of Wisconsin-Madison. As one of the original founders of supported employment, he has worked closely with business and industry since 1980 and has published over 200 articles and authored or edited more than 40 books primarily in transition, severe disabilities, autism, traumatic brain injury and employment for persons with disabilities. He has been the Principal Investigator on 41 million dollars in grants during his career. As the father of two young adults with disabilities, he brings a strong parental as well as business perspective to his work. He is highly active in speaking to professionals, parents, advocates and businesses on transition and employment for people with autism, traumatic brain injury, spinal cord injury and other developmental disabilities. On a daily basis he works with individuals with disabilities, communicates regularly with professionals in the world of business related to disability and diversity, and is active in teaching and mentoring medical students, residents, and doctoral students in rehabilitation medicine, special education, rehabilitation and psychology. A major focus of Dr. Wehman's work is on expanding the partnerships with businesses of all sizes so that more persons with disabilities can gain entrance into the workplace and retain employment successfully. He is a recipient of the Kennedy Foundation Award in Mental Retardation in 1990 and President's Committee on Employment for Persons with Disabilities in 1992. Dr. Wehman was recognized as one of the 50 most influential special educators of the millennium by the Remedial and Special Education journal in December, 2000. He is also Editor-in-Chief of The Journal of Vocational Rehabilitation.

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