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Credits and References
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:
Black, R. S., & Ornelles, C. (2001). Assessment of social competence and social networks for transition. Assessment for Effective Intervention, 26(4), 23-29.
Clark, G. M. (2007). Assessment for transitions planning (2nd ed.). Austin, TX: Pro-ED.
Daniels, V. I. (1999). The assessment maze: Making instructional decisions about alternative assessments for students with disabilities. Preventing School Failure, 43(4), 171-178.
Mount, B. (1992). Person-centered planning: Finding directions for change using Personal Futures Planning. New York: Graphic Futures.
Sax, C. L., & Thoma, C. A. (2001). Transition assessment: Wise practices for quality lives. Baltimore, MD: Brookes Publishing Company.
Sitlington, P. L. (1996). Transition assessment: Where have we been and where should we be going? Career Development for Exceptional Individuals, 19(2), 159-168.
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.
Vandercook, T., York, J. & Forest, M. (1989). The McGill Action Planning System: A strategy for building a vision. Journal of the Association for People with Severe Handicaps, 14(3), 205-215.
Credits and References
Reference this module as:
Lattin, D.L., Morningstar, M.E, Field, S., Bjorkman Wade, D.K. & Hu, X. (2010). The essentials of self-determination [Online Training Module]. Lawrence, KS: University of Kansas, Department of Special Education. Retrieved from: www.transitioncoalition.org
All contents Copyright 2010 by the Transition Coalition
References:
- Allen, S. K., Smith, A. C., Test, D. W., Flowers, C., & Wood, W. M. (2001). The effects of Self-Directed IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 24, 107-120.
- Arndt, S.A., Konrad, M., & Test, D.W. (2006). Effects of the self-directed IEP on student participation in planning meetings. Remedial and Special Education, 27(4), 194-207
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- Wehmeyer, M. L. & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-255.
Credits and References
Engaging with Families – Credits and References
Reference this module as:
National Technical Assistance Center on Transition: the Collaborative. (2022). Engaging with families. Morningstar, M. E. & Wilt, C. [Online Training Module]. University of Kansas, Transition Coalition. www.transitioncoalition.org
References:
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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.
Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.
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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.
Carvalho, L. S., Meier, S., & Wang, S. W. (2016). Poverty and economic decision-making: Evidence from changes in financial resources at payday. American economic review, 106(2), 260-284.
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. u. Chi. Legal f., 139.
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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.
DOED Civil Rights Data Collection. (2018). Data snapshot: school discipline.
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.
Kalyanpur, M., & Harry, B. (2012). Cultural reciprocity in special education: Building family-professional relationships. Paul H. Brookes Publishing Company.
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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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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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Credits and References
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:
- Antosh, A. A., et al. (2013, April). A collaborative interagency, interdisciplinary approach to transition from adolescence to adulthood. Retrieved from https://www.aucd.org/docs/publications/transition2013_full_sm2.pdf
- Iris Center. (N.D.). Secondary transition: Interagency collaboration [Online Module]. Retrieved from https://iris.peabody.vanderbilt.edu/module/tran-ic/challenge/#content
- Mazzotti, V. L., & Rowe, D. A. (2015). Building alliances: A how-to manual to support transitioning youth. Arlington, VA: Council for Exceptional Children.
- Morningstar, M. E., & Clavenna-Deane, B. (2018). Your complete guide to transition planning and services. Baltimore, MD: Paul H. Brookes Publishing Company.
- Morningstar, M. E., Noonan, P. M., Lattin, D. L., & Clavenna-Deane, B. (2006). Arizona Community Transition Teams Training [Training Manual]. Lawrence, KS: University of Kansas, Department of Special Education.
- Office of the State Superintendent of Education. (N.D.). Secondary transition webinar: Interagency collaboration [Webinar]. Retrieved from https://osse.dc.gov/multimedia/secondary-transition-webinar-interagency-collaboration
- Povenmire-Kirk, T., Diegelmann, K., Crump, K., Schnorr, C., Test, D., Flowers, C., & Aspel, N. (2015). Implementing CIRCLES: A new model for interagency collaboration in transition planning. Journal of Vocational Rehabilitation, 42, 51-65.
- Povenmire-Kirk, T., Diegelmann, K. M., Test, D. W., Flowers, C., Aspel, N., & Everson, J. M. (N.D.). CIRCLES: An implementation guide. Retrieved from https://circles.uncc.edu/
- Stodden, R. A., Brown, S. E., Galloway, L. M., Mrazek, S., & Noy, L. (2005). Essential tools: Interagency transition team development and facilitation. Retrieved from http://www.ncset.org/publications/essentialtools/teams/
Credits and 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
Credits:
- Graphic Design: Ginny Weaver Design
- Programming: Ginny Weaver Design and ERI, Inc.
- All contents Copyright 2008 by the Transition Coalition
References:
- Cronin, M. E. (1996). Life skill curricular for students with learning disabilities: A review of the literature.Journal of Learning Disabilities, 29(1).
- Halverson, D., Kirschman, C., Petersen, B., Rounds, D. ( 2006 ) Technical Assistance Guide for Transition in the IEP. Retrieved April 22, 2008 from the South Dakota Transition Services Liaison Project website:www.tslp.org
- Johnson, D.R., Stodden, R.A., Emanuel, E.J., Lueking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services:What research tells us. Exceptional Children, 68(4). 591-531.
- Morningstar, M.E., Lattin, D.L., & Sarkesian, S. (2004). People Make It Happen. Lawrence, KS: The University of Kansas, Department of Special Education.
https://transitioncoalition.org/wp-content/uploads/2015/01/peopleMakeItHappen_8-20091250526573.pdf - National Council on Disability. (1989). The education of students with disabilities: Where do we stand?Washington, DC: Author. http://www.ncd.gov/newsroom/publications/1989/stand.htm
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- National Secondary Transition Technical Assistance Center (2008) What is Indicator 13? Retrieved November 1, 2007 from the NSTTAC website: www.nsttac.org
- O’Leary, E. (2005, January).Overview, comments and recommended action for transition services: Individuals with Disabilities Education Improvement Act of 2004. Unpublished white paper. (Available from Ed O’Leary,[email protected])
- O’Leary, E. & Collison, W. (2002, February). Transition services: Helping educators, parents and other stakeholders understand: Postschool outcomes, course of study, coordinated set of activities.
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- Sitlington, P. (1996). Transition to living: The neglected components of transition programming for individuals with learning disabilities. Journal of Learning Disabilities, 29(1), 31-39, 52
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- Wandry, D., & Repetto, J. (1993). Transition services in the IEP. NICHCY Transition Summary, 3(1).
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