JoAnn M. Rae

A Collaborative Approach to Transition Planning for Students with Disabilities (eBook, ePUB)

• Format: ePub

Produktbeschreibung

A Collaborative Approach to Transition Planning for Students with Disabilities is designed to inform aspiring special education teachers and teams, transition planning specialists and school administrators about the complex process of transition planning and to meet the transition requirements of special education legislation.

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Produktdetails

• Verlag: Taylor & Francis
• Erscheinungstermin: 1. Juni 2024
• Englisch
• ISBN-13: 9781040142561
• Artikelnr.: 70887039

Autorenporträt

JoAnn M. Rae, EdD started her career as an educator when she earned a bachelor of science degree in special education and elementary education at West Chester University in West Chester, Pennsylvania. Later, Dr. Rae earned a master's degree with distinction in educational administration, and she became certified as a general education principal and special education supervisor. As a master's student, she was nominated to Who's Who Among Students in American Universities and Colleges in recognition of merit and accomplishment. Throughout 18 years of direct teaching experience, Dr. Rae worked with students throughout the transition planning process. As a transition planning specialist using legislative guidelines and research-based practices, she worked with students, their families, and school districts using a collaborative approach to transition planning. Dr. Rae earned a doctorate with distinction in education, specializing in special education. Her studies and dissertation reported on effective practices that have the potential to lead to positive post-school outcomes for students with disabilities. As she earned her doctorate, Dr. Rae was a special education administrator for 7 years, prior to moving to university teaching. In the special education supervisor role, she monitored transition plans and the implementation of transition strategies through the work of the special educators in her department. In this role, Dr. Rae worked with school district officials, families, and community agencies to facilitate smooth transitions to post-school life. Currently, Dr. Rae teaches graduate school courses in the Department of Special Education at St. Joseph's University, Graduate Division, in Philadelphia, Pennsylvania. She also teaches courses on the administration of special education programs. Dr. Rae's work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Dr. Rae's education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

Inhaltsangabe

Dedication Acknowledgments About the Author Preface Introduction Part 1
Introduction to Transition Planning Chapter 1 Transition Planning and
Special Education Law Part 2 Transition Planning Practices Chapter 2 An
Interactive Framework of Activities Focusing on Community Access,Student
Engagement, and Post-School Goals Selection Chapter 3 Collaborating With
Families During the Transition Planning Process Part 3 Assessments Chapter
4 Medical Conditions, Assessment, and Transition: Implications of
Disability and Medical Conditions on Work-Seeking Activities andEducational
Progress Chapter 5 Assessment Tools Part 4 Transition Plan Development
Chapter 6 Transition Plan Frameworks: Creating the Transition Plan Chapter
7 Career and Employment-Based Learning:Supporting Entry Into the Workforce
and Postsecondary Education Part 5Special Education Programs:
Responsibilities and Resourcesof Transition Team Members and Community
andGovernmental Agencies Chapter 8 School Leadership and Transition
Planning Chapter 9 Roles of the Secondary Special EducationTeam and
Community Agencies Part 6 Special Considerations: Working With Diverse
Groups of Students Chapter 10 Students With Specific LearningDisabilities
and Speech and Language Impairments Chapter 11 Students With Emotional,
Behavioral, and SevereMental Health Disorders Chapter 12 Students Who Are
Blind, VisuallyImpaired, Deaf, Hard of Hearing, or Deaf-Blind Section 1:
Students Who Are Blind or Visually Impaired Section 2: Students Who Are
Deaf, Hard of Hearing, or Deaf-Blind Chapter 13 Students With Autism
Without Accompanying Language orIntellectual Impairment Chapter 14 Students
With Other Health Impairments, Chronic Medical andOrthopedic Impairments,
and Traumatic Brain Injury Chapter 15 Students With Mild, Moderate, Severe,
Multiple, and ProfoundIntellectual Disabilities Chapter 16 Students With
Autism and Accompanying Language andIntellectual Impairment Part 7 Special
Education Transitions Chapter 17 The Effectiveness of Transition Planning:
Monitoring the Practices of theSpecial Education Team Chapter 18 Special
Education Transitions From Birth to Age 21 Glossary Index