Book Review: Essentials of Transition Planning

Beadle-Brown J. Murphy G. Wing L. (2005). Long-term outcome for people with severe intellectual disabilities: Impact of social impairment. American Journal of Mental Retardation, 110, 1–12.

Bouck E. C. (2009). No Child Left Behind, the Individuals With Disabilities Education Act and functional curricula: A conflict of interest? Education and Training in Developmental Disabilities, 44, 3–13.

Browder D. M. Cooper-Duffy K. (2003). Evidence-based practices for students with severe disabilities and the requirements for accountability in “No Child Left Behind.” The Journal of Special Education, 37, 157–163.

Individuals With Disabilities Education Improvement Act of 2004, PL 108-446, 20.U.S.C. §§ 1400 et seq.

Kohler P. D. (1996). A taxonomy for transition programming: Linking research and practice, Champaign, IL: Transition Research Institute, University of Illinois.

Noonan P. M. Morningstar M. E. Erickson A. G. (2008). Improving interagency collaboration: Effective strategies used by high-performing local districts and communities. Career Development for Exceptional Individuals, 31, 132–143.

Pugach M. C. Warger C. L. (2001). Curriculum matters: Expectations for students with disabilities. Remedial and Special Education, 22, 194–196, 213.

Test D. W. Fowler C. H. Richter S. M. White J. Mazzotti V. Walker A. R. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115–128. doi: 10.1177/0885728809336859.

Turnbull H. R. Turnbull A. P. Wehmeyer M. L. Park J. (2003). A quality of life framework for special education outcomes. Remedial and Special Education, 24, 67–74.

Wehman P. (2006). Life beyond the classroom: Transition strategies for young people with disabilities (5th ed.). Baltimore: Paul Brookes Publishing Co.