This issue of Exceptionality is dedicated to the transition of youth with mild disabilities to all aspects of adult life.
The first article presents a framework of transition assessment as an ongoing process, closely tied to decisions that need to be made in the transition process.
The second article discusses transition to activities of daily life, including roles as family members, friends, consumers, and community members, providing basic ideas on how to incorporate components of transition into the curriculum from kindergarten through high school. The third article summarizes current research and models of practice related to the transition from school to work, identifying theories in research and practice and proposing connections from school to work theories and programs outside of special education. The fourth article discusses the transition to formal postsecondary education programs, beginning with the law's requirements of postsecondary institutions and concluding with suggestions for assisting students in their postsecondary education transition. The final article presents a model for integrating transition into the IEP with a focus on developing quality student-centered plans, providing strategies for developing effective transition practices and processes tied to the IEP.
Table of Contents
Volume 11, Number 2, 2003
Contents: P.L. Sitlington, Message from the Special Issue Guest Editor. D.A. Neubert, The Role of Assessment in the Transition to Adult Life Process for Students With Disabilities. J.B. Repetto, Transition to Living. L.T. Eisenman, Theories in Practice: School to Work Transitions for Youth With Mild Disabilities. P.L. Sitlington, Postsecondary Education: The Other Transition. S.H. deFur, IEP Transition Planning-From Compliance to Quality.