How can high schools teach academic content and the critical skills students need to navigate life beyond the classroom? Fitting it all into one curriculum can be a challenge--and this book helps you juggle it all, ensuring personalized, student-centered instruction that prepares students with and without disabilities for success.

This book introduces a unified framework for transition services in an integrated, cohesive process that gets all students ready for college, careers and citizenship. With six model lesson plans aligned with Common Core State Standards this guidebook helps educators and transition specialists make key improvements to transition services and instructional practices. Youâ (TM)ll learn the basics of

• raising expectations for all students through rigorous, personalized, and standards-based instruction
• improving access to the general curriculum for students with special needs
• developing meaningful transition IEPs based on students' strengths, preferences, and needs
• blending quality transition services and quality instructional practices into one integrated approach
• weaving in additional adaptations and accommodations for students with more significant support needs
• connecting academic content to practical, real-world contexts

To help you strengthen your practices right away, you'll get practical tips and activities, specific examples of embedding transition skills into good classroom instruction, and recurring case studies that follow two students with different support needs and interests. And the included forms--assessment tools, student profile sheets, self-evaluations, and more--will help you gather and organize key information on each student.

A must-have guide for all education professionals in inclusive high schools, this book will help you meet Common Core State Standards while fully preparing all students to succeed: in college, in the workplace, and in life.

Teresa Grossi, Ph.D., is Director of the Center on Community Living and Careers at the Indiana Institute on Disability and Community at Indiana University.

Cassandra M. Cole, Ed.D., is Director of the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community at Indiana University.

Dr. Wehman is Professor of Physical Medicine with joint appointments in the Departments of Rehabilitation Counseling and also Special Education and Disability Policy at Virginia Commonwealth University. He serves as Chairman of the Division of Rehabilitation Research in the Department of Physical Medicine and Rehabilitation. Dr. Wehman has his Ph.D. in Behavioral Disabilities from University of Wisconsin-Madison.

As one of the original founders of supported employment, he has worked closely with business and industry since 1980 and has published over 200 articles and authored or edited more than 40 books primarily in transition, severe disabilities, autism, traumatic brain injury and employment for persons with disabilities. He has been the Principal Investigator on 41 million dollars in grants during his career.

As the father of two young adults with disabilities, he brings a strong parental as well as business perspective to his work. He is highly active in speaking to professionals, parents, advocates and businesses on transition and employment for people with autism, traumatic brain injury, spinal cord injury and other developmental disabilities. On a daily basis he works with individuals with disabilities, communicates regularly with professionals in the world of business related to disability and diversity, and is active in teaching and mentoring medical students, residents, and doctoral students in rehabilitation medicine, special education, rehabilitation and psychology. A major focus of Dr. Wehman's work is on expanding the partnerships with businesses of all sizes so that more persons with disabilities can gain entrance into the workplace and retain employment successfully.

He is a recipient of the Kennedy Foundation Award in Mental Retardation in 1990 and President's Committee on Employment for Persons with Disabilities in 1992. Dr. Wehman was recognized as one of the 50 most influential special educators of the millennium by the Remedial and Special Education journal in December, 2000. He is also Editor-in-Chief of The Journal of Vocational Rehabilitation.

Renee Cameto, Ph.D.
Senior Social Science Researcher
SRI International
333 Ravenswood Avenue
Menlo Park, California 94025

Barbara Guy
Transition/Work Experience Consultant
Iowa Department of Education
400 East 14th Street
Des Moines, Iowa 50319

Debra Hart is the Director of the Education and Transition Team for the Institute for Community Inclusion at the University of Massachusetts, Boston. She serves as the Principal Investigator for the NIDRR funded Center on Postsecondary Education for Individuals with Intellectual Disabilities, the ADD funded Consortium on Postsecondary Education for Individuals with Developmental Disabilities and Office of Postsecondary Education funded National Coordinating Center. Debra has over 25 years of experience working with youth and adults with disabilities, their families, faculty, and professionals that support youth in becoming contributing valued members of their community via participation in inclusive secondary and postsecondary education, and competitive employment. Since 1997, Ms. Hart has directed five federal grants designed to create access to postsecondary education for youth with intellectual disabilities.

Peg Lamb, Ph.D.
Director
High School Diploma Completion
Initiative
Lansing Community College
Post Office Box 40010
Lansing, Michigan 48901

Richard L. Rosenberg, Ph.D.
Vocational Counselor
Career Connection
Whittier Union High School District
9401 South Painter Avenue
Whittier, California 90605

Dr. David W. Test, Ph.D. Professor of Special Education at the University of North Carolina at Charlotte, teaches courses in single subject research, transition, classroom management, and professional writing.

The majority of Dr. Test's publications have focused on self-determination, transition, community-based training, and supported employment. Along with Dr. Nellie Aspel and Dr. Jane Everson he wrote the first transition methods textbook titled Transition Methods for Youth with Disabilities. Dr. Test currently serves as a Co-Principle Investigator (with Dr. Paula Kohler and Dr. Larry Kortering) of the National Secondary Transition Technical Assistance Center, Co-Director on the North Carolina Indicator 14, Postschool Outcomes Project (with Dr. Claudia Flowers), and the UNC Charlotte Doctoral Leadership Personnel Preparation Program (with Dr. Diane Browder). He and Dr. Bob Algozzine currently serve as co-editors of Career Development for Exceptional Individuals.

Michael L. Wehmeyer, Ph.D. is Professor of Special Education; Director, Kansas University Center on Developmental Disabilities; and Senior Scientist, Beach Center on Disability, all at the University of Kansas. He has published more than 25 books and 250 scholarly articles and book chapters on topics related to self-determination, special education, intellectual disability, and eugenics. He is s co-author of the widely used textbook Exceptional Lives: Special Education in Today's Schools, published by Merrill/Prentice Hall, now in its 7th Edition. His most recent book, co-authored with J. David Smith, is Good Blood, Bad Blood: Science, Nature, and the Myth of the Kallikaks, published by the American Association on Intellectual and Developmental Disabilities (AAIDD). Dr. Wehmeyer is Past-President (2010-2011) of the Board of Directors for and a Fellow of AAIDD; a past president of the Council for Exceptional Children's Division on Career Development and Transition (DCDT); a Fellow of the American Psychological Association (APA), Intellectual and Developmental Disabilities Division (Div. 33); a Fellow of the International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD); and former Editor-in-Chief of the journal Remedial and Special Education. He is a co-author of the AAIDD Supports Intensity Scale, and the 2010 AAIDD Intellectual Disability Terminology, Classification, and Systems of Supports Manual.