Building Transitional Programs for Students with Disabilities

Inhaltsverzeichnis

Part 1 Preface Part 2 Acknowledgements Chapter 3 Introduction Chapter 4 Laws Regarding Students with Disabilities Chapter 5 Special Education Services and the IEP Chapter 6 The Transition Plan Chapter 7 Parent Involvement and the Family Chapter 8 Experiences After High School Graduation Chapter 9 Quality of Life Chapter 10 Do Schools Prepare Special Education Graduates for Adult Living Chapter 11 Building Successful High School Transition Programs for Students with Disabilities Chapter 12 Portfolio Development Chapter 13 Appendix A Chapter 14 References Part 15 About the Author

Portrait

Christy Mahanay-Castro has been working in the public school system for 25 years in a variety of positions including Director of Special Services, Special Education Teacher, General Education Teacher and Building Principal. She received her Doctorate of Philosophy in Educational Leadership at the University of Idaho in 2006.

Pressestimmen

Effective transition programs in secondary schools can determine success for students with disabilities. If all schools followed the recommendations set forth by Dr. Mahanay-Castro in this dynamic guide then students with disabilities would flourish in the adult world. -- Ann Wheeler, independent living counselor, Wichita, Kansas This book is a reminder to believe in students and never underestimate what they can learn. This is essential for the self-concept of all students, but most certainly for students who are receiving special education services. The transition program for special education students is essential to their success as adults. -- Kathy Buswell, Special Education Transition Consultant, Lewiston, Idaho There was a balance of personal, technical, and applicable information provided in this book. It made me refocus on how I have been doing my job with transition. I am looking forward to revisiting the components of transition to make sure my students are prepared for life after high school. I continue to look for information on transition to better myself as a special education teacher, so the portfolio worksheets will be very helpful. I look forward to incorporating them into my transition process with my students. The information I gained from this book has helped me refocus and improve on how I will facilitate transitioning for my students, thus, making sure they are prepared and confident to leave high school and enter adulthood with all its responsibilities. -- Sherry Leitz, teacher, Mullan, Idaho Christy Mahanay-Castro provides exactly what public school administrators, teachers, and prospective teachers need to know. Her practical, common-sense approach clearly demonstrates the expectation and the action plan to assist the special population of students to experience life-long success. -- Greg Godwin, superintendent of schools and educational consultant, Asotin, Washington There was a balance of personal, technical, and applicable information provided in this book. It made me refocus on how I have been doing my job with transition. I am looking forward to revisiting the components of transition to make sure my students are prepared for life after high school. I continue to look for information on transition to better myself as a special education teacher, so the portfolio worksheets will be very helpful. I look forward to incorporating them into my transition process with my students. The information I gained from this book has helped me refocus and improve on how I will facilitate transitioning for my students, thus, making sure they are prepared and confident to leave high school and enter adulthood with all its responsibilities. -- Sherry Leitz, teacher, Mullan, Idaho Mahanay-Castro reviews the laws protecting students with disabilities for parents, teachers, and administrators in public school settings by providing practical, applicable guidance for building transition programs to assist special education students in moving to adult living. A brief history and explanation of laws pertaining to the subject in chapter 2 prepares the reader for chapter 3, the services provided through individualized education plans, and chapter 4, transitioning the laws and plans to operationalization. Following chapters explore goals for postschool life preparation and portfolio preparation. The author also evaluates whether or not schools currently adequately prepare special education students for postschool living. The appendix provides a comprehensive collection of portfolio artifacts applicable in almost any special education program. The book has immediate practicality, and is easily accessible and useful to anyone working with students with special needs. It is highly recommended for special education teachers, education majors, school administrators, parents of students with disabilities, and school curriculum and instruction designers. Summing Up: Highly recommended. Upper-division undergraduates and above.