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Transition

References

Related Resoures

Post-secondary Innovative Transition Technology (POST-ITT)

TeensHealth - Making a Change Module helps make goals easier to reach by breaking them down into manageable steps. After using this tool to develop and plan a goal, you can print out your own goal sheet to guide and inspire you.

The Inclusion Notebook - University of Connecticut Health Center's publication on Inclusion.

Steps to Self-Determination: A Curriculum to Help Adolescents Learn to Achieve their Goals, 2nd Edition. Authors: S. Field & A. Hoffman.

Citations

Albrecht, T. & Adelman, M. (1987). Communication networks as structure of social support. In T. L. Adelman & M.B. Albrecht (Eds.). Communicating Social Support. London: Sage Publications. 40-64.

Americans with Disabilities Act of 1990, 42 U.S.C. § 12000 et seq.

Augmentative and Alternative Communication, Special Interest Division 12 Newsletter. (1998, February). American Speech-Language-Hearing Association.

Best, S., Heller, K., & Bigge, J. (2010). Teaching Individuals with Physical or Multiple Disabilities. Upper Saddle River, NJ: Pearson Education.

Blackstone, S. & Hunt-Berg, M. (2003). Social Networks: An Assessment and Intervention Planning Inventory for Individuals with Complex Communication Needs and their Communication Partners. Monterey, CA: Augmentative Communication Inc.

Blackstone, S. (2005). Upfront. Augmentative Communication News. 17:1, 1-2.

Blackstone, S. (2005). The coming of age transition. Augmentative Communication News. 17:1, 1-4.

Blackstone, S., Draper, J. & Draper, N. (2005). Do not work on me! Augmentative Communication News. 17:1, 8-11.

Developmental Disabilities Assistance and Bill of Rights Act, 42 U.S.C. § 15001 et seq.

Falvey, M.A. (1995). Inclusive and Heterogeneous Schooling: Assessment, Curriculum, and Instruction. Baltimore: Paul H. Brookes Publishing Co.

Falvey, M.A., Forest, M., Pearpoint, J., & Rosenberg, R.L. (1994). All My Life’s a Circle: Using the Tools: Circles, MAPs & PATH. Toronto: Inclusion Press.

Halpern, A.S. (1993). Quality of life as a conceptual framework for evaluating transition outcomes. Exceptional Children, 59, 486-498.

Hatter, R.A., Thoni, C. & Harvell, P. Transition Portfolio Guide. California State Department of Education: Diagnostic Center North (DCN).

Hunt-Berg, M., (2005) The Bridge School: Educational Inclusion Outcomes over 15 years, AAC V.21, i2, New York: Taylor & Francis Group.

Individuals with Disabilities Education Improvement Act, P.L. 108-446.

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McNaughton, D., Light, J. & Arnold, K. (2002). Getting your ‘wheel’ in the door: The successful full-time employment experiences of individuals with cerebral palsy who use augmentative and alternative communication. Augmentative and Alternative Communication (AAC). 18, 59-76.

Miner, C.A. & Bates, P.E. (1997). Person-centered transition planning. Teaching Exceptional Children. 9-10, 66-67.

No Child Left Behind Act of 2001, P.L. 107-110.

Pearpoint, J., Forest, M., & O’Brien, J. (1996). MAPs, Circles of Friends, and PATH: Powerful tools to help build caring communities. In S. Stainback & W. Stainback (Eds.), Inclusion: A guide for educators (pp. 67-86). Baltimore: Paul H. Brookes Publishing Co.

Pearpoint, J., O’Brien, J., & Forest, M. (1993). PATH. Toronto, Ontario, Canada: Inclusion Press.

Pescosolido, B. (2001). The role of social networks in the lives of persons with disabilities. In G.L. Albrecht, K.D. Seelman & M. Bury (Eds.). Handbook of Disability Studies. Thousand Oaks, CA: Sage Publications. 468-489.

Pierangelo, R., & Crane, R. (1997). Complete Guide to Special Education Transition Services. West Nyack, NY: The Center for Applied Research in Education.

Preske, R., & Preske, M. Circle of Friends: People with Disabilities and Their Friends Enrich the Lives of One Another. Nashville Abingdon Press.

Renwick, R., Rudman, D., Raphael, D., & Brown, I. (1998). Quality of Life Profile: People with Physical and Sensory Disabilities. Centre for Health Promotion University of Toronto, Toronto, Canada.

Ratcliff, A. (Ed.). (1998, Winter). Speak Up!. The United States Society for Augmentative and Alternative Communication.

Rehabilitation Act of 1973. 29 U.S.C. 794.

Sementelli, C. (1999). Bridge to Independence Program. Hillsborough, CA: The Bridge School.

Snow, J., & Forest, M. (1987). Circles. In M. Forest (Ed.), More education integration. Downsview, Ontario, Canada: G. Allan Roeher.

Stainback, S., & Stainback, W. (1996). Inclusion: A Guide for Educators. Baltimore: Paul H. Brookes Publishing Co.

Stainback, W., & Stainback, S. (1990). Support Networks for Inclusive Schooling: Interdependent Integrated Education. Baltimore: Paul H. Brookes Publishing Co.

Sweeney, L.A. (1999). Moving Forward with Families. In Loncke, Clibbens, Arvidson and Lloyd (Eds.). Augmentative and Alternative Communication: New Directions in Research and Practice. London: Whurr Publishers.

Sweeney, L.A. (1997). Toward Identification of Factors Within and Around the Family that Affect Acceptance and Use of AAC. In E. Bjorck-Akesson and P. Lindsay (Eds.) Communication…Naturally. Orebro, Sweden: Malardalen University Press. 217-230.

Sweeney, L.A. and Van Tatenhove, G. (1998). Transitions through the Life Span for People who Use AAC. Short course presented at the Annual Convention of the American Speech-Language-Hearing Association, November, San Antonio, TX .

Turnbull, A., & Turnbull, R. (2001). Self-determination for individuals with significant cognitive disabilities and their families. JASH, 26, 56-62.

Turnbull, R., Turnbull, A., Wehmeyer, M., & Park, J. (2003). A Quality of Life Framework for Special Education Outcomes. Remedial and Special Education, Volume 24, Number 2, 67-74.

Vanderhook, T., & York, J. (1989). The McGill Action Planning System (MAPS): A Strategy for Building the Vision. Journal of the Association for Persons with Severe Handicaps. 14 (3), 205-215.

Wehman, P. (1995). Individual Transition Plans: The Teacher’s Curriculum Guide for Helping Youth with Special Needs. Austin, TX: Pro-Ed.

Wehmeyer, M.L. (1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities? In D.J. Sands & M.L. Wehmeyer (Eds.). Self-determination across the life span: Independence and choice for people with disabilities. 17-36. Baltimore: Brookes.

Wehmeyer, M.L., & Schalock, R. (2001). Self-determination and Quality of Life: Implications for special education services and supports. Focus on Exceptional Children, 33 (8), 1-16.

Wehmeyer, M.L., & Schwartz, M. (1998). The relationship between self-determination , quality of life, and life satisfaction for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities., 33, 3-12.

Ysseldyke, J., Krentz, J., Elliott, J., Thurlow, M., Erickson, R., & Moore, M. (1998). NCEO framework for educational accountability. Minneapolis: University of Minnesota, National Center for Educational Outcomes.

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