Much has been written about the challenges of effective transition planning (e.g., Cavendish & Connor, 2018; Landmark etal., 2007; Luft, 2015). In this article, ways to mitigate some of these common challenges are provided, including low or passive student and family involvement, unresponsiveness to family culture, poor communication between…

In our increasingly diverse schools, teachers have a responsibility and an opportunity to help students see themselves and others through the lens of literature. There are few resources available to help teachers make decisions about what literature to choose and how to use that literature in relation to disability in the classroom. This article…

Response to intervention (RTI) was included in the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), specifically as part of an assessment process to determine if a child has a disability. Although IDEA's focus is on students with disabilities, 10 states have developed policies that attend to students with gifts and…

Parental involvement and parent-school-community partnerships receive wide acclaim for making a positive difference in the educational and transition outcomes for youth with and without disabilities. Although the impact of parental involvement in education remains undisputed, secondary education traditionally emphasizes the emerging adult…

The Individuals with Disabilities Education Act (IDEA 2004) requires that each local education agency provide a transition summary document, commonly called a Summary of Performance (SOP), to all special education students who are graduating with a regular diploma or reach the maximum age for services. Although state compliance with this…

Many present day classroom teachers face greater challenges than perhaps during any time in the past. Teachers are expected to: (a) provide evidence-based instruction to ensure that students make adequate yearly progress under the No Child Left Behind Act of 2001 (NCLB); (b) serve an increasingly diverse group of students including students with…

Describes a person-centered planning approach for involving students with disabilities and their families in the transition planning process. Components of person-centered planning are discussed, including development of a personal profile, identification of future lifestyle preferences, action steps and responsible parties, and necessary changes…

This article describes how to develop a "job club" for students with disabilities, to assist them with the transition from school to work. The ability of job clubs to teach goal setting, self-determination skills, and interpersonal competence is discussed. Step-by-step instructions are included as well as a sample meeting agenda. (CR)

Advertisements for used cars can be an aid in teaching adolescents with mild disabilities reading, writing, vocabulary, and study skills. A lesson is presented that teaches students how to interpret the abbreviations and vocabulary associated with used car advertisements, to develop car ads, and to role play the appropriate way of responding to an…

This article describes a comprehensive transition program for students with mild disabilities. The program revolves around a classroom-based employability skills curriculum taught over a semester's duration. Four program components are addressed: employability skills training, family involvement, adult agency referral, and on-the-job support. (CR)

Focuses on school-based enterprises as a school-to-work option. These programs provide hands-on training for students with mild disabilities in for-profit ventures with the structure and supervision available in a school setting. Program development for operating for-profit enterprises is discussed and steps for getting the business started are…

Lists documents and videotapes recently entered into the ERIC (Educational Resources Information Center) and ECER (Exceptional Child Education Resources) databases that address the issue of enhancing the social competence of adolescents with disabilities at school and at work. Each listing includes a description of the content of the material. (CR)

This article describes how one secondary writing teacher integrated two computer-assisted strategies into her writing curriculum to enable students to use writing as a means of thinking. Strategies involved providing feedback on other students' writing and on addressing issues of interest in online synchronous chats. Application with students who…

This article describes a university affiliated summer program which provided 16 young adults with Williams Syndrome with a creative dramatics program highlighting their language and musical talents. The article discusses the characteristic strengths and weaknesses of people with Williams syndrome, meeting students' interests and learning styles,…

Principles of transition planning for students with disabilities include: (1) the overriding role of self-determination, (2) the need to link outcomes with annual goals and short-term objectives, and (3) addressing seven specific challenges (such as too vague goals and objectives, limited expectations, and lack of action planning). (Contains…