Transition Coalition
Why assess students with disabilities during transition planning?Every day, educators assess students for purposes of tracking progress, targeting areas for improvement, and providing feedback; however, secondary educators may not consider the comprehensive value of transition assessment. The Individuals with Disabilities Act (IDEA (2004)) requires that postsecondary goals be “based upon age-appropriate transition assessments related to training, education, employment, and, where …
Transition Coalition
Before a young person ever becomes a student in a classroom, they are a member of a family. Families are an important part of a student’s development. Traditional, non-traditional, biological, foster, or adoptive families provide vital support throughout students’ lives, including during the transition to adulthood. However, transition outcomes associated with traditional employment, postsecondary education, and independent living may not …
Transition Coalition
Like all young adults, students with disabilities require support as they leave school and enter the adult world. For students with disabilities, there may be many agencies and organizations that provide supports and services. Oftentimes, these services can be confusing and overwhelming for families. That’s why interagency collaboration is a must! The purpose of this module is to give you …
Transition Coalition
Emerging in 1990, the Individuals with Disabilities Act (IDEA) began to address transition services. While school districts have created procedures to meet the IDEA requirements, educators continue to strive for more evolved, quality transition planning and services. The purpose of this module is to provide a general working knowledge of the IDEA transition requirements. You will learn about the spirit …
Reference this module as:
Noonan, P., Morningstar, M.E., and Clark, G. (2009). Transition assessment: The big picture. [Online Training Module]. Lawrence, KS: University of Kansas, Department of Special Education. Retrieved from: https://transitioncoalition.org
References:
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Sitlington, P. L., Clark, G. M. (2001). Career/vocational assessment: A critical component of transition planning. Assessment for Effective Intervention, 26(4), 5-22.
Sitlington, P. L., Neubert, D. A., & Leconte, P. J. (1997). Transition assessment: The position of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 20, 69-79.
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Engaging with Families – Credits and References
Reference this module as:
Morningstar, M.E. & Wilt, C. (2021). Engaging with families. [Online Training Module]. Lawrence, KS: University of Kansas, Life Span Institute. Retrieved from: www.transitioncoalition.org
References:
Allen, Q., & White-Smith, K. (2018). “That’s why I say stay in school”: Black mothers’ parental involvement, cultural wealth, and exclusion in their son’s schooling. Urban Education, 53(3), 409-435.
Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2019). Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. Urban Education, 54(2), 211–242. https://doi.org/10.1177/0042085916646610
Annamma, S., Morrison, D., & Jackson, D. (2014). Disproportionality fills in the gaps: Connections between achievement, discipline and special education in the school-to-prison pipeline. Berkeley Review of Education, 5(1), 53-87.
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Bell, J. (2016, April 25). 5 Things to Know About Communities of Color and Environmental Justice. https://www.americanprogress.org/article/5-things-to-know-about-communities-of-color-and-environmental-justice/
Burdge, H., Licona, A. C., Hyemingway, Z. T. (2014). LGBTQ Youth of Color: Discipline Disparities, School Push-Out, and the School-to-Prison Pipeline. San Francisco, CA: Gay-Straight Alliance Network and Tucson, AZ: Crossroads Collaborative at the University of Arizona.
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Carlson, S. R., & Wilt, C. L. (2020). Learning about and qualifying for Home and Community-Based Services Waivers: Families’ perspectives and experiences. Journal of Vocational Rehabilitation, 53(1), 17-28.
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Delman, J. (2019). Disparities in vocational supports for Black young adults with mental health conditions. Worcester, MA: University of Massachusetts Medical School, Department of Psychiatry, Transitions to Adulthood Center for Research.
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Fracassini, E. (2018). Checking yourself for bias in the classroom. Learning for Justice. https://www.learningforjustice.org/magazine/checking-yourself-for-bias-in-the-classroom
Harry, B., & Ocasio-Stoutenburg, L. (2020). Meeting families where they are: Building equity through advocacy with diverse schools and communities. Disability, Culture, and Equity.
Jameel, M., & Yerardi, J. (2019). Despite legal protections, most workers who face discrimination are on their own. The Center for Public Integrity. https://publicintegrity.org/inequality-poverty-opportunity/workers-rights/workplace-inequities/injustice-at-work/workplace-discrimination-cases/
Jo Landmark, L., Zhang, D. D., & Montoya, L. (2007). Culturally Diverse Parents' Experiences in Their Children's Transition: Knowledge and Involvement. Career Development for Exceptional Individuals, 30(2), 68-79.
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Contreras, E., Ferguson, K., Greene, S., and Schwarting, M. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School. A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
Nix-Williams, T. R. (2010). Providing outreach to families of youth with disabilities from culturally and linguistically diverse backgrounds by working with cultural groups and community organizations. (Unpublished doctoral dissertation). University of Kansas, Lawrence, KS.
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Raley, S. K., Shogren, K. A., Martinis, J. G., & Wehmeyer, M. L. (2020). Age of Majority and Alternatives to Guardianship: A Necessary Amendment to the Individuals With Disabilities Education Improvement Act of 2004. Journal of Disability Policy Studies, 0(0). https://doi.org/10.1177/1044207320932581
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Wilt, C. L., & Morningstar, M. E. (2018). Parent engagement in the transition from school to adult life through culturally sustaining practices: A scoping review. Intellectual and developmental disabilities, 56(5), 307-320.
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REFERENCE THIS MODULE AS:
National Technical Assistance Center on Transition (2019). Interagency Collaboration: The Groundwork. Carlson, S. R., Morningstar, M. E., & Lattin, D. L. [Online Training Module]. Lawrence, KS: University of Kansas, Transition Coalition. Available: www.transitioncoalition.org
Copyright 2016 by the Transition Coalition
REFERENCES:
Reference this module as:
Morningstar, M.E., Lattin, D.L., Erickson, A.G. (2008). Best practices in planning for transition. [Online Training Module]. Lawrence, KS: University of Kansas, Department of Special Education. Retrieved from: www.transitioncoalition.org
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