Life beyond the Classroom: Transition Strategies for Young People with Disabilities

Abstract

Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, by Paul Wehman, PhD. 2013. Baltimore MD: Paul H Brookes Publishing Co. 499 Pages. Hardcover. $79.95Living and working independently as an adult is the norm in our society. Unfortunately the majority of individuals with disabilities do not make the transition to independence: only twenty-one percent of working age adults with disabilities are employed. Life Beyond the Classroom, Transition Strategies for Young People with Disabilities is a reference manual for professionals working with this population.At 499 pages, without the Reference section, this book is a comprehensive picture of best practices, research findings, case studies, online resources and step-by-step strategies for planning successful transitions to independence for young adults with disabilities. The author, Paul Wehman, is involved in treatment and research in both special education and rehabilitation medicine. A number of chapters are authored or co-authored by invited subject matter experts. Also available are online resources to assist in teaching the concepts outlined in the book.This book begins with a summary of the laws that shape the school and work environment for individuals with disabilities, and the definition of transition under the law. There is also a summary of recent research on characteristics of effective transition planning practices. Key elements include individualized planning in which the student has a voice, family involvement, structured support throughout the transition, collaboration among school, business and vocational rehabilitation agency staff, paid or unpaid work experiences and educational inclusion wherever possible to build skills and confidence.Subsequent chapters offer detailed strategies to support teaching or implementing each aspect of the transition process. A chapter is devoted to the importance of self-determination based on research that links self-determination to positive educational and vocational outcomes. The need for activities that promote self-determination is also shown through research that finds youth with disabilities start with lower levels of self- determination than their non-disabled peers. This chapter also provides information on assessments to measure self-determination, strategies to teach the elements of self-determination such as self-awareness and problem solving, and ways to make sure the student is heard at each stage in the transition process.The author details practices in schools which are associated with positive transition outcomes including full inclusion, managing high stakes testing, careful curriculum planning and outcome assessment, and teaching social skills. Also covered are best practices in the use of assistive technology, finding work preparation opportunities such as internships, student-centered practices for vocational placement and issues when pursuing postsecondary education.The book ends with chapters on the specifics of developing transition plans for each of the major disability types: intellectual and learning disabilities, autism spectrum disorders, emotional/behavior disorders and traumatic brain injury or other health impairments. …

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