Download PDF Transition to Postsecondary Education for Students With Disabilities
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Transition to Postsecondary Education for Students With Disabilities
Download PDF Transition to Postsecondary Education for Students With Disabilities
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Review
"While secondary educators have improved opportunities for the development of skills necessary for academic success and transition to the next setting, there is a need for practitioner-friendly information on what persons with disabilities need to access postsecondary education and careers as well as how their participation in these areas can improve their outcomes. Kochhar-Bryant, Bassett, and Webb do a fine job in responding to this need." Author: Michael J. Ward, Coordinator, Transition Special Education Distance Education Certificate Program Published On: 2008-06-23"A primer for teaching all students with special needs who are moving from the protective environment of our secondary schools to self-reliance, self-advocacy, and independence. This book fills a noticeable gap in our profession’s ability to identify the key elements, strategies, and resources required for successful transition into postsecondary education. Moreover, this book is a lifeline for parents who are asking what’s next, where do we go from here, and who can we go to for services when needed." Author: Robert N. Ianacone, Former President Published On: 2008-06-23"Meets the need for a comprehensive set of strategies for assisting young adults′ transition to postsecondary education and work environments. The book is well-written, easy to read, and addresses many facets and avenues for transitioning effectively. A must-have!" Author: Jane Williams, Former Professor and Chairperson, Department of Special Education Published On: 2008-06-23"Today, students with disabilities have more postsecondary options than ever before. They need to make knowledgeable decisions about their futures. This timely resource provides critical guidance educators and families need to help students transition into postsecondary education and careers with purposeful success. The authors offer a powerful storehouse of information and suggestions that fills a longstanding vacuum in our professional resources." Author: Patricia K. Ralabate, Senior Policy Analyst Published On: 2008-08-12
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About the Author
Carol Kochhar-Bryant is a professor of special education at the George Washington University. For 21 years she has developed and directed advanced graduate and doctoral leadership preparation programs related to secondary and transition services for youth with disabilities. She teaches courses in special education, legal issues and public policy, systemic change and leadership, and interdisciplinary planning and development. She currently consults with public school districts, state departments of education, and federal agencies, and has collaborated in international special education and transition policy research with the World Bank and the Office of Economic Cooperation and Development. She has conducted evaluations of state systemic reform initiatives, national technical assistance centers, transition services in correctional systems, and a variety of community-based agencies. Kochhar-Bryant is a former teacher of individuals with intellectual disabilities, a residential program director, case management program director, and evaluator. She is widely published in the areas of disability policy, leadership development, interagency service coordination, career-vocational programming, and secondary-to-postsecondary transition for special learners. She is past president of the Division on Career Development and Transition of the International Council for Exceptional Children.
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Product details
Paperback: 248 pages
Publisher: Corwin; 1 edition (October 1, 2008)
Language: English
ISBN-10: 1412952794
ISBN-13: 978-1412952798
Product Dimensions:
7 x 0.6 x 10 inches
Shipping Weight: 1.2 pounds (View shipping rates and policies)
Average Customer Review:
4.2 out of 5 stars
2 customer reviews
Amazon Best Sellers Rank:
#824,377 in Books (See Top 100 in Books)
This is for my class and was in great condition
Explaining the potential options legally available to people with disabilities after high school, this book has several good points.Particularly for students enrolled in special education programs all throughout public school education, graduation from high school potentially becomes a confusing time.Will the same services be available? Who will provide them? Special education services eligibility does not exist when entering college.But the rules which DO cover college are an different set. As opposed to covering every type of every disability, they merely provide reasonable accommodation for 'qualified students'. Because a college does not have to accept every student within a community, it does not have to accomodate every student who happens to have a disability.For those students whose parents were 'protecting' them from the larger world, the mandatory self-advocacy required in college (among other environments) might initially feel confusing--or even scary.But self-identification as a person with a disability is REQUIRED to obtain 'reasonable accommodation' regardless of where somebody is accepted and then enrolls. Particularly in that environment, a parent cannot 'advocate' irrespective of how 'good' their intentions previously were or are.The 'college' chapters of this book are particularly well-written because in addition to stressing the self-advocacy, they correctly state that students are able to apply to and then enroll at any college where they get accepted. Disability services do not get provided as a 'favor' to any student on any campus, they are federally-required. Obtaining these disability services requires student proactivity from the begining of campus enrollment.Self-advocacy is also required when paying visits to your local rehabilitation agency for the services which they can provide. These agencies assist with job training for college students but also work with people whose transition plans do not and will not include college. Here, an advocate is permitted to provide help--but the agencies tend to place emphasis on the 'client' to the greatest extent possible.An especially helpful feature of this text has 'voices' of people undergoing the transition themselves speaking out about these experiences.While the book is written as a 'text' for educators/potential educators, the approach also helps in a guide which should be made available for students themselves.I feel that the authors should have actually made this guide directed at transitioning/soon-to-be transitioning students. They are, despite the law--being virtually 'dumped' after high school graduation in too many instances. Such a resource would prove invaluable in dramatically reducing the post-graduation confusion, and ultimately answering their own original thesis.
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