Collaborative Approach to Transition Planning for Students with Disabilities
portes grátis
Collaborative Approach to Transition Planning for Students with Disabilities
Rae, JoAnn M.
Taylor & Francis Ltd
11/2024
442
Dura
9781032953588
Pré-lançamento - envio 15 a 20 dias após a sua edição
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Dedication Acknowledgments About the Author Preface Introduction Part 1 Introduction to Transition Planning Chapter 1 Transition Planning and Special Education Law Part 2 Transition Planning Practices Chapter 2 An Interactive Framework of Activities Focusing on Community Access,Student Engagement, and Post-School Goals Selection Chapter 3 Collaborating With Families During the Transition Planning Process Part 3 Assessments Chapter 4 Medical Conditions, Assessment, and Transition: Implications of Disability and Medical Conditions on Work-Seeking Activities andEducational Progress Chapter 5 Assessment Tools Part 4 Transition Plan Development Chapter 6 Transition Plan Frameworks: Creating the Transition Plan Chapter 7 Career and Employment-Based Learning:Supporting Entry Into the Workforce and Postsecondary Education Part 5Special Education Programs: Responsibilities and Resourcesof Transition Team Members and Community andGovernmental Agencies Chapter 8 School Leadership and Transition Planning Chapter 9 Roles of the Secondary Special EducationTeam and Community Agencies Part 6 Special Considerations: Working With Diverse Groups of Students Chapter 10 Students With Specific LearningDisabilities and Speech and Language Impairments Chapter 11 Students With Emotional, Behavioral, and SevereMental Health Disorders Chapter 12 Students Who Are Blind, VisuallyImpaired, Deaf, Hard of Hearing, or Deaf-Blind Section 1: Students Who Are Blind or Visually Impaired Section 2: Students Who Are Deaf, Hard of Hearing, or Deaf-Blind Chapter 13 Students With Autism Without Accompanying Language orIntellectual Impairment Chapter 14 Students With Other Health Impairments, Chronic Medical andOrthopedic Impairments, and Traumatic Brain Injury Chapter 15 Students With Mild, Moderate, Severe, Multiple, and ProfoundIntellectual Disabilities Chapter 16 Students With Autism and Accompanying Language andIntellectual Impairment Part 7 Special Education Transitions Chapter 17 The Effectiveness of Transition Planning: Monitoring the Practices of theSpecial Education Team Chapter 18 Special Education Transitions From Birth to Age 21 Glossary Index
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Dedication Acknowledgments About the Author Preface Introduction Part 1 Introduction to Transition Planning Chapter 1 Transition Planning and Special Education Law Part 2 Transition Planning Practices Chapter 2 An Interactive Framework of Activities Focusing on Community Access,Student Engagement, and Post-School Goals Selection Chapter 3 Collaborating With Families During the Transition Planning Process Part 3 Assessments Chapter 4 Medical Conditions, Assessment, and Transition: Implications of Disability and Medical Conditions on Work-Seeking Activities andEducational Progress Chapter 5 Assessment Tools Part 4 Transition Plan Development Chapter 6 Transition Plan Frameworks: Creating the Transition Plan Chapter 7 Career and Employment-Based Learning:Supporting Entry Into the Workforce and Postsecondary Education Part 5Special Education Programs: Responsibilities and Resourcesof Transition Team Members and Community andGovernmental Agencies Chapter 8 School Leadership and Transition Planning Chapter 9 Roles of the Secondary Special EducationTeam and Community Agencies Part 6 Special Considerations: Working With Diverse Groups of Students Chapter 10 Students With Specific LearningDisabilities and Speech and Language Impairments Chapter 11 Students With Emotional, Behavioral, and SevereMental Health Disorders Chapter 12 Students Who Are Blind, VisuallyImpaired, Deaf, Hard of Hearing, or Deaf-Blind Section 1: Students Who Are Blind or Visually Impaired Section 2: Students Who Are Deaf, Hard of Hearing, or Deaf-Blind Chapter 13 Students With Autism Without Accompanying Language orIntellectual Impairment Chapter 14 Students With Other Health Impairments, Chronic Medical andOrthopedic Impairments, and Traumatic Brain Injury Chapter 15 Students With Mild, Moderate, Severe, Multiple, and ProfoundIntellectual Disabilities Chapter 16 Students With Autism and Accompanying Language andIntellectual Impairment Part 7 Special Education Transitions Chapter 17 The Effectiveness of Transition Planning: Monitoring the Practices of theSpecial Education Team Chapter 18 Special Education Transitions From Birth to Age 21 Glossary Index
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