Synopses & Reviews
For students with mild to moderate, non-visible disabilities, navigating a college education without the support team they had in high school can be challenging. Help students become effective self-advocates and maximize their postsecondary possibilities with this cutting-edge book, which balances current research with the most practical guidance to date on this topic.
Readers will discover how to:
- Help students find the right college and navigate the admissions process
- Teach students how to ask for what they need to succeed
- Determine student eligibility for services and accommodations
- Explain what the laws mean for students leaving high school
- Provide comprehensive academic and behavioral supports
- Implement school-wide supports that promote the development of students' academic and social skills within the general education curriculum
- Work with families to foster effective transition planning
- Equalize access and increase opportunities with self-determination
- Select supportive technology
Readers will learn how early, coordinated, student-centered planning helps students develop the academic and personal skills required to successfully transition to college. User-friendly checklists, tip boxes, activities, and illustrative vignettes translate extensive research into immediate practice with students and families.
Secondary transition personnel, counselors, and educators in high school settings will turn to this book first for comprehensive, accessible information on helping students transition to college—and lay the critical groundwork for future employment success.
Help students with high-incidence or hidden disabilities such as:
- learning disabilities
- autism spectrum disorders
- ADHD
- speech/language disorders
- emotional disturbances
Review
"A fine and highly recommended reference not to be missed."
Synopsis
College success-put it within reach for students with mild to moderate, non-visible disabilities. This cutting-edge book balances current research with the most practical guidance available on making a smooth transition to college and ensuring the best ac
About the Author
Lyman L. Dukes, III, Ph.D., Associate Professor of Special Education at the University of South Florida St. Petersburg, joined the faculty in 2001. He is also Principal Investigator of Project 10: Transition Education Network, which is a transition-focused training and technical assistance center funded by the Florida Department of Education. Previously, he has worked as a secondary level special education teacher as well as a rehabilitation therapist and behavioral consultant for people with significant disabilities. His current research interests include transition from school to postsecondary settings, transition assessment and the use of the summary of performance for high school students with disabilities, programmatic self-assessment for postsecondary disability services, and the use of blended instruction at the postsecondary level.
Joseph W. Madaus, Ph.D., is Director of the Center on Postsecondary Education and Disability and is Associate Professor in the Department of Educational Psychology at the University of Connecticut. Prior to joining the faculty at the University of Connecticut, he was Director of the Learning Resource Center at Mitchell College in New London, Connecticut, and was Director of the University Program for College Students with Learning Disabilities at the University of Connecticut. He was a Distinguished Research Fellow in the National Institute on Disability and Rehabilitation Research Mary Switzer Fellowship program and he serves on multiple journal editorial boards. In 2007, Dr. Madaus received both the Teaching Promise and Teaching Innovation award from the University of Connecticut chapter of the American Association of University Professors. In 2008, he was named as a University Teaching Fellow, the highest teaching honor at the University of Connecticut.
James E. Martin, Ph.D., is the Zarrow Endowed Professor in Special Education and Director of the Zarrow Center for Learning Enrichment at the University of Oklahoma. He received a bachelor of science degree and a master's degree in education from Eastern Illinois University, and he received a doctorate in special education with an emphasis on secondary transition from the University of Illinois at Urbana-Champaign. Prior to his current position, Dr. Martin served as a professor of special education and as the first Director of the Center of Self-Determination at the University of Colorado at Colorado Springs. Through the years, he has specialized in the development and implementation of self-determination methodology in educational, transitional, and supported employment programs. Dr. Martin has written extensively on special education, self-determination, and transition. He has also co-authored several instructional packages, including the Self-Directed IEP Kit (Martin, Huber Marshall, Maxson, & Jerman, Sopris West, 1996), ChoiceMaker Self-Determination Assessment (Martin & Marshell, Sopris West, 1995), and Take Action: Making Goals Happen (Huber Marshall, Martin, Maxson, Hughes, Miller, McGill, & Jerman, Sopris West, 1998).
Stan F. Shaw, Ed.D., is Senior Research Scholar and Associate Director at the Center on Postsecondary Education and Disability and Professor Emeritus of Special Education at the University of Connecticut. He co-authored Postsecondary Education and Transition for Students with Learning Disabilities (PRO-ED, 2003) and What Every Teacher Should Know About Transition and IDEA 2004 (Allyn and Bacon, 2007). He wrote the postsecondary education chapter for the international Handbook of Special Education (Sage Publications, 2007). He is a former editor of the Journal of Postsecondary Education and Disability and is currently on the editorial boards of respected professional journals, including Career Development and Exceptional Individuals, Journal of Postsecondary Education and Disability, and Journal of Special Edu
Table of Contents
About the Editors and Contributors
Foreword Gary M. Clark
Acknowledgments
- Introduction
Joseph W. Madaus, Stan F. Shaw, and Lyman L. Dukes, III
- Considerations for the Transition to College
Joan M. McGuire
- Let's Be Reasonable: Accommodations at the College Level
Joseph W. Madaus
- Teaching Students with Disabilities Self-Determination Skills to Equalize Access and Increase Opportunities for Postsecondary Educational Success
James E. Martin, Juan Portley, and John W. Graham
- Using a Schoolwide Model to Foster Successful Transition to College: Providing Comprehensive Academic and Behavioral Supports to All Learners
Michael Faggella-Luby, K. Brigid Flannery, and Brandi Simonsen
- Technology Trends and Transition for Students with Disabilities
Banerjee
- How Secondary Personnel Can Work with Families to Foster Effective Transition Planning
Carol A. Kochhar-Bryant
- Gathering Data to Determine Eligibility for Services and Accommodations
Lyman L. Dukes, III
- The College Search
Nick Elksnin and Linda K. Elksnin
- Helping Students with Disabilities Navigate the College Admissions Process
Manju Banerjee and Loring C. Brinckerhoff
- Planning for the Transition to College
Stan F. Shaw
Index