Description
About the Author
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. Holly N. Whittenburg, M.A. Ed., M.Ed., works as Research Site Coordinator at Virginia Commonwealth University (VCU)'s Rehabilitation Research and Training Center. She is also a doctoral student at VCU's School of Education. Her research interests include transition policy and social skills interventions for young adults with autism spectrum disorder. Ms. Whittenburg has also worked as an employment specialist, a special education teacher, and a special education administrator. Joshua Taylor, M.Ed., is a Training and Technical Assistance Associate for the Virginia Commonwealth University Autism Center for Excellence and a Research Associate for the Rehabilitation Research and Training Center. He develops training, provides technical support, and conducts research into best practices for promoting lifelong success for individuals with intellectual and developmental disabilities in school, work, and community settings. Mr. Taylor has more than 10 years of experience in public schools. His research interests include autism spectrum disorder, transition to adulthood, inclusive education, employment, postsecondary education, community integration, universal design for learning, learning sciences, and disability policy.
Table of Contents
Chapter 1: Introduction to Transition Strategies from Middle through High School Chapter 2: Transition in Middle School: Starting Early Chapter 3: Building the Bridge: Supporting Middle School Students with Disabilities in Transitioning to High School and Beyond Chapter 4: What do Youth with Disabilities Want from the Transition Planning Process? Voices of Youth with Disabilities Chapter 5: Culturally Sustaining Pedagogies: Applications in Assessment, Curriculum Planning, Coordination, Collaboration, and School Community Relationships Chapter 6: Family and youth engagement in transition planning: Person-centered strategies for IEP development and implementation Chapter 7: Self-Determination: From Middle to High School Chapter 8: Individualized Transition Planning: IEP Development, Planning, and Coordinated Service Delivery Chapter 9: Inclusive Standards-Based Academic Instruction in Secondary Grades Chapter 10: Preparing Students with Disabilities for Competitive Employment Through Community-based Work Experiences Chapter 11: Middle and High School Youth with Low Support Needs: What Does Their Transition Blueprint Look like? Chapter 12: Middle and High School Youth with High Support Needs: The Roadmap to Success Chapter 13: DCDT Transition Competencies in High School