JoAnn M. Rae
A Collaborative Approach to Transition Planning for Students with Disabilities
JoAnn M. Rae
A Collaborative Approach to Transition Planning for Students with Disabilities
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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.
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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.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 416
- Erscheinungstermin: 1. Mai 2025
- Englisch
- Abmessung: 254mm x 178mm
- ISBN-13: 9781041008699
- ISBN-10: 1041008694
- Artikelnr.: 72105483
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- 06621 890
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 416
- Erscheinungstermin: 1. Mai 2025
- Englisch
- Abmessung: 254mm x 178mm
- ISBN-13: 9781041008699
- ISBN-10: 1041008694
- Artikelnr.: 72105483
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- 06621 890
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.
Part 1: Introduction to Transition Planning; 1. Transition Planning and
Special Education Law; Part 2: Transition Planning Practices; 2. An
Interactive Framework of Activities Focusing on Community Access, Student
Engagement and Post-School Goals Selection; 3. Collaborating With Families
During the Transition Planning Process; Part 3: Assessments; 4. Medical
Conditions, Assessment, and Transition: Implications of Disability and
Medical Conditions on Work-Seeking Activities and Educational Progress; 5.
Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan
Frameworks: Creating the Transition Plan; 7. Career and Employment-Based
Learning: Supporting Entry Into the Workforce and Postsecondary Education;
Part 5: Special Education Programs: Responsibilities and Resources of
Transition Team Members and Community and Governmental Agencies; 8. School
Leadership and Transition Planning; 9. Roles of the Secondary Special
Education Team and Community Agencies; Part 6: Special Considerations:
Working With Diverse Groups of Students; 10. Students With Specific
Learning Disabilities and Speech and Language Impairments; 11. Students
With Emotional, Behavioral, and Severe Mental Health Disorders; 12.
Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or
Deaf-Blind; 13. Students With Autism Without Accompanying Language or
Intellectual Impairment; 14. Students With Other Health Impairments,
Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15.
Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual
Disabilities; 16. Students With Autism and Accompanying Language and
Intellectual Impairment; Part 7: Special Education Transitions; 17. The
Effectiveness of Transition Planning: Monitoring the Practices of the
Special Education Team; 18. Special Education Transitions From Birth to Age
21
Special Education Law; Part 2: Transition Planning Practices; 2. An
Interactive Framework of Activities Focusing on Community Access, Student
Engagement and Post-School Goals Selection; 3. Collaborating With Families
During the Transition Planning Process; Part 3: Assessments; 4. Medical
Conditions, Assessment, and Transition: Implications of Disability and
Medical Conditions on Work-Seeking Activities and Educational Progress; 5.
Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan
Frameworks: Creating the Transition Plan; 7. Career and Employment-Based
Learning: Supporting Entry Into the Workforce and Postsecondary Education;
Part 5: Special Education Programs: Responsibilities and Resources of
Transition Team Members and Community and Governmental Agencies; 8. School
Leadership and Transition Planning; 9. Roles of the Secondary Special
Education Team and Community Agencies; Part 6: Special Considerations:
Working With Diverse Groups of Students; 10. Students With Specific
Learning Disabilities and Speech and Language Impairments; 11. Students
With Emotional, Behavioral, and Severe Mental Health Disorders; 12.
Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or
Deaf-Blind; 13. Students With Autism Without Accompanying Language or
Intellectual Impairment; 14. Students With Other Health Impairments,
Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15.
Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual
Disabilities; 16. Students With Autism and Accompanying Language and
Intellectual Impairment; Part 7: Special Education Transitions; 17. The
Effectiveness of Transition Planning: Monitoring the Practices of the
Special Education Team; 18. Special Education Transitions From Birth to Age
21
Part 1: Introduction to Transition Planning; 1. Transition Planning and
Special Education Law; Part 2: Transition Planning Practices; 2. An
Interactive Framework of Activities Focusing on Community Access, Student
Engagement and Post-School Goals Selection; 3. Collaborating With Families
During the Transition Planning Process; Part 3: Assessments; 4. Medical
Conditions, Assessment, and Transition: Implications of Disability and
Medical Conditions on Work-Seeking Activities and Educational Progress; 5.
Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan
Frameworks: Creating the Transition Plan; 7. Career and Employment-Based
Learning: Supporting Entry Into the Workforce and Postsecondary Education;
Part 5: Special Education Programs: Responsibilities and Resources of
Transition Team Members and Community and Governmental Agencies; 8. School
Leadership and Transition Planning; 9. Roles of the Secondary Special
Education Team and Community Agencies; Part 6: Special Considerations:
Working With Diverse Groups of Students; 10. Students With Specific
Learning Disabilities and Speech and Language Impairments; 11. Students
With Emotional, Behavioral, and Severe Mental Health Disorders; 12.
Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or
Deaf-Blind; 13. Students With Autism Without Accompanying Language or
Intellectual Impairment; 14. Students With Other Health Impairments,
Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15.
Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual
Disabilities; 16. Students With Autism and Accompanying Language and
Intellectual Impairment; Part 7: Special Education Transitions; 17. The
Effectiveness of Transition Planning: Monitoring the Practices of the
Special Education Team; 18. Special Education Transitions From Birth to Age
21
Special Education Law; Part 2: Transition Planning Practices; 2. An
Interactive Framework of Activities Focusing on Community Access, Student
Engagement and Post-School Goals Selection; 3. Collaborating With Families
During the Transition Planning Process; Part 3: Assessments; 4. Medical
Conditions, Assessment, and Transition: Implications of Disability and
Medical Conditions on Work-Seeking Activities and Educational Progress; 5.
Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan
Frameworks: Creating the Transition Plan; 7. Career and Employment-Based
Learning: Supporting Entry Into the Workforce and Postsecondary Education;
Part 5: Special Education Programs: Responsibilities and Resources of
Transition Team Members and Community and Governmental Agencies; 8. School
Leadership and Transition Planning; 9. Roles of the Secondary Special
Education Team and Community Agencies; Part 6: Special Considerations:
Working With Diverse Groups of Students; 10. Students With Specific
Learning Disabilities and Speech and Language Impairments; 11. Students
With Emotional, Behavioral, and Severe Mental Health Disorders; 12.
Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or
Deaf-Blind; 13. Students With Autism Without Accompanying Language or
Intellectual Impairment; 14. Students With Other Health Impairments,
Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15.
Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual
Disabilities; 16. Students With Autism and Accompanying Language and
Intellectual Impairment; Part 7: Special Education Transitions; 17. The
Effectiveness of Transition Planning: Monitoring the Practices of the
Special Education Team; 18. Special Education Transitions From Birth to Age
21