Discusses a transition program and curriculum, its materials, and their use
Get full access to this article
View all access options for this article.
References
1.
Education of Handicapped Children: Implementation of Part B of the Education of the Handicapped Act, Fed. Reg.42475–42518 (1977, Aug. 23).
2.
Fordig, D. B., Algozzine, R. F., Schwartz, S. E., Hensel, J. W., & Westling, D. L. (1985). Postsecondary vocational adjustment of rural, mildly handicapped students. Exceptional Children, 52, 115–121.
3.
Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Manuscript submitted for publication.
4.
Garfield, G. (1986). Peak performers: The new heroes of American business.New York: Avon.
5.
Gerber, P. J., Ginsberg, R., & Reiff, H. B. (1992). Identifying alterable patterns in employment success for highly successful adults with learning disabilities. Journal of Learning Disabilities, 25, 475–487.
6.
Gillespie, E. B. (1981). Student participation in the development of Individualized Education Programs: Perspectives of parents and students. Unpublished doctoral dissertation, University of North Carolina at Chapel Hill.
7.
Gillespie, E. B., & Turnbull, A. P. (1983). It's my IEPI Involving students in the planning process. Teaching Exceptional Children, 16(1), 27–29.
8.
Goldstein, S., Strickland, B., Turnbull, A. P., & Curry, L. (1980). An observational analysis of the IEP conference. Exceptional Children, 46, 278–286.
9.
Hasazi, S. B., Gordon, L. R., & Roe, C. A. (1985). Factors associated with employment status of handicapped youth exiting high school from 1979–1983. Exceptional Children, 51, 455–469.
10.
Hasazi, S. B., Gordon, L. R., Roe, C. A., Hull, M., Finck, K., & Salembier, G. (1985). A statewide follow-up on post high school employment and residential status of students labeled “Mentally Retarded.”Education and Training of the Mentally Retarded, 20, 222–234.
11.
Hill, N. H. (1960). Think and grow rich.New York: Ballantine.
12.
Hill, N. H., & Stone, W. C. (1987). Success through a positive mental attitude.Englewood Cliffs, NJ: Prentice-Hall.
13.
Individuals with Disabilities Education Act of 1990, 20 U.S.C. sT 1400 et seq.
14.
Martin, J. E., & Huber Marshall, L. (1994a). Self-determination universal transition designs. In School to work: Transition for youth with disabilities [Consensus statement]. Washington, DC: National Institute on Disability and Rehabilitation Research.
15.
Martin, J. E., & Huber Marshall, L. H. (1994b). ChoiceMaker self-determination transition assessment and curriculum.Colorado Springs: University of Colorado at Colorado Springs, Center for Educational Research.
16.
Martin, J. E., Huber Marshall, L., & Maxson, L. L. (1993). Transition policy: Infusing self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16(1), 53–61.
17.
Martin, J. E., Oliphint, J. H., & Weisenstein, G. R. (1994). ChoiceMaker: Transitioning self-determined youth. Rural Special Education Quarterly, 13(1), 16–23.
18.
Mithaug, D. E. (1991). Self-determined kids: Raising satisfied and successful children.Lexington, MA: Heath.
19.
Mithaug, D. E. (1993). Self-regulation theory: How optimal adjustment maximizes gain.Westport, CT: Praeger.
20.
Mithaug, D. E. (1994). Self-determination. Manuscript in preparation.
21.
Mithaug, D. E., Horiuchi, C. N., & Fanning, P. N. (1985). A report on the Colorado statewide followup survey of special education students. Exceptional Children, 51, 397–404.
22.
Mithaug, D. E., Horiuchi, C. N., & McNulty, B. A. (1987). Parent reports on the transitions of students graduating from Colorado special education programs in 1978 and 1979.Denver: Colorado Department of Education.
23.
Mithaug, D. E., Martin, J. E., & Agran, M. (1987). Adaptability instruction: The goal of transitional programs. Exceptional Children, 53, 500–505.
24.
Schloss, P. J., Alper, S., & Jayne, D. (1993). Self-determination for people with disabilities: Choice, risk, and dignity. Exceptional Children, 60, 215–225.
25.
Smith, S. W. (1990). Individualized education programs (IEPs) in special education—From intent to acquiescence. Exceptional Children, 57, 6–14.
26.
Stowitschek, J. J., & Kelso, C. A. (1989). Are we in danger of making the same mistakes with ITPs as were made with IEPs?Career Development for Exceptional Individuals, 12, 139–151.
27.
Vandercook, T., York, J., & Forest, M. (1989). The McGill action planning system (MAPS): A strategy for building the vision. The Journal of the Association for Persons with Severe Handicaps, 14, 205–215.
28.
Van Reusen, A. K., & Bos, C. S. (1990). IPLAN: Helping students communicate in planning conferences. Teaching Exceptional Children, 22(4), 30–32.
29.
Van Reusen, A. K., & Bos, C. S. (1994). Facilitating student participation in Individualized Education Programs through motivation strategy instruction. Exceptional Children, 60, 466–475.
30.
Van Reusen, A. K., Bos, C. S., Schumaker, J. B., & Deshler, D. D. (1987). The educational planning strategy.Lawrence, KS: Edge Enterprises.
31.
Wagner, M., Newman, L., D'Amico, R., Jay, E. D., Butler-Nalin, P., Marder, C., & Cox, R. (1991). Youth with disabilities: How are they doing?Menlo Park, CA: SRI International.
32.
Ward, M. J. (1988). The many facets of self-determination. National Information Center for Children and Youth with Handicaps: Transition Summary, 5, 2–3.
33.
Ward, M. J., & Halloran, W. J. (1989). Transition to uncertainty: Status of many school leavers with severe disabilities. Career Development for Exceptional Individuals, 12(2), 71–81.
34.
Wehmeyer, M. L. (1992). Self-determination: Critical skills for outcome-oriented transition services. The Journal for Vocational Special Needs Education, 15, 3–9.
35.
Wehmeyer, M. L. (in press). Using the life centered education curriculum to promote self-determination. In D. E. Brolin (Ed.), Life centered career education, competency units for personal—social skills.Reston, VA: Council for Exceptional Children.
