JoAnn M. Rae, EdD, teaches special education classes at the graduate school level and develops early childhood books for children with autism and delayed language acquisition. For over 25 years, she has worked with children and students with disabilities, supervising early intervention, school-age programs, and inclusion classes, and developing transition plans. Dr. Rae’s work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Her education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

Preservice teachers struggle with the complex concepts and aspects of special education transition planning, and as an instructor in a special educator teacher preparation program, I struggled to find just the perfect textbook to support my teachings in transition planning to my preservice teachers. That is until I found A Collaborative Approach to Transition Planning for Students with Disabilities by Dr. JoAnn Rae. Throughout the text, Dr. Rae’s decades of experience are apparent in the breadth and depth of her coverage of the legislation and implementation of transition planning, the goals and methods of transition planning, how to support our students in their self-advocacy and decision-making, and how to collaborate with families and special education professionals. The textual framework has been specially designed to support preservice students’ understanding and participation in transition planning meetings through research-based practices that help to maximize special education students’ self-determination, goal setting, and agency for successful life experiences. I have found Dr. Rae’s inclusion of student scenarios an excellent tool to teach my preservice teachers about students with low incidence disabilities, severe sensory and intellectual disabilities, and also students with health impairments, and multiple disabilities. Her unique scenarios are comprehensive and an extremely effective tool to demonstrate complexities not found in other textbooks, such as IEP team disagreements, students with a myriad of illnesses, students with complex family needs, and students living in poverty. These well-thought-out scenarios were perfect for group engagement and provided my preservice teachers with opportunities to work together to problem-solve and integrate knowledge with practice and provide strategies that help them understand the real-life challenges students, their families, and transition planning specialists encounter day-to-day. This book will serve as an excellent resource to any instructor supporting preservice or in-service teachers and transition specialists in understanding the complex concepts and aspects of special education transition planning, and postsecondary success for students with disabilities.Patricia R. Huskin, PhD, Retired Associate Professor, Department of Teacher & Bilingual Education, College of Education & Human Performance, Texas A&M University, Kingsville

• Part 1: Introduction to Transition Planning; 1. Transition Planning and Special Education Law; Part 2: Transition Planning Practices; 2. An Interactive Framework of Activities Focusing on Community Access, Student Engagement and Post-School Goals Selection; 3. Collaborating With Families During the Transition Planning Process; Part 3: Assessments; 4. Medical Conditions, Assessment, and Transition: Implications of Disability and Medical Conditions on Work-Seeking Activities and Educational Progress; 5. Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan Frameworks: Creating the Transition Plan; 7. Career and Employment-Based Learning: Supporting Entry Into the Workforce and Postsecondary Education; Part 5: Special Education Programs: Responsibilities and Resources of Transition Team Members and Community and Governmental Agencies; 8. School Leadership and Transition Planning; 9. Roles of the Secondary Special Education Team and Community Agencies; Part 6: Special Considerations: Working With Diverse Groups of Students; 10. Students With Specific Learning Disabilities and Speech and Language Impairments; 11. Students With Emotional, Behavioral, and Severe Mental Health Disorders; 12. Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or Deaf-Blind; 13. Students With Autism Without Accompanying Language or Intellectual Impairment; 14. Students With Other Health Impairments, Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15. Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual Disabilities; 16. Students With Autism and Accompanying Language and Intellectual Impairment; Part 7: Special Education Transitions; 17. The Effectiveness of Transition Planning: Monitoring the Practices of the Special Education Team; 18. Special Education Transitions From Birth to Age 21

JoAnn M. Rae, EdD, teaches special education classes at the graduate school level and develops early childhood books for children with autism and delayed language acquisition. For over 25 years, she has worked with children and students with disabilities, supervising early intervention, school-age programs, and inclusion classes, and developing transition plans. Dr. Rae’s work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Her education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

Preservice teachers struggle with the complex concepts and aspects of special education transition planning, and as an instructor in a special educator teacher preparation program, I struggled to find just the perfect textbook to support my teachings in transition planning to my preservice teachers. That is until I found A Collaborative Approach to Transition Planning for Students with Disabilities by Dr. JoAnn Rae. Throughout the text, Dr. Rae’s decades of experience are apparent in the breadth and depth of her coverage of the legislation and implementation of transition planning, the goals and methods of transition planning, how to support our students in their self-advocacy and decision-making, and how to collaborate with families and special education professionals. The textual framework has been specially designed to support preservice students’ understanding and participation in transition planning meetings through research-based practices that help to maximize special education students’ self-determination, goal setting, and agency for successful life experiences. I have found Dr. Rae’s inclusion of student scenarios an excellent tool to teach my preservice teachers about students with low incidence disabilities, severe sensory and intellectual disabilities, and also students with health impairments, and multiple disabilities. Her unique scenarios are comprehensive and an extremely effective tool to demonstrate complexities not found in other textbooks, such as IEP team disagreements, students with a myriad of illnesses, students with complex family needs, and students living in poverty. These well-thought-out scenarios were perfect for group engagement and provided my preservice teachers with opportunities to work together to problem-solve and integrate knowledge with practice and provide strategies that help them understand the real-life challenges students, their families, and transition planning specialists encounter day-to-day. This book will serve as an excellent resource to any instructor supporting preservice or in-service teachers and transition specialists in understanding the complex concepts and aspects of special education transition planning, and postsecondary success for students with disabilities.Patricia R. Huskin, PhD, Retired Associate Professor, Department of Teacher & Bilingual Education, College of Education & Human Performance, Texas A&M University, Kingsville

• Part 1: Introduction to Transition Planning; 1. Transition Planning and Special Education Law; Part 2: Transition Planning Practices; 2. An Interactive Framework of Activities Focusing on Community Access, Student Engagement and Post-School Goals Selection; 3. Collaborating With Families During the Transition Planning Process; Part 3: Assessments; 4. Medical Conditions, Assessment, and Transition: Implications of Disability and Medical Conditions on Work-Seeking Activities and Educational Progress; 5. Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan Frameworks: Creating the Transition Plan; 7. Career and Employment-Based Learning: Supporting Entry Into the Workforce and Postsecondary Education; Part 5: Special Education Programs: Responsibilities and Resources of Transition Team Members and Community and Governmental Agencies; 8. School Leadership and Transition Planning; 9. Roles of the Secondary Special Education Team and Community Agencies; Part 6: Special Considerations: Working With Diverse Groups of Students; 10. Students With Specific Learning Disabilities and Speech and Language Impairments; 11. Students With Emotional, Behavioral, and Severe Mental Health Disorders; 12. Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or Deaf-Blind; 13. Students With Autism Without Accompanying Language or Intellectual Impairment; 14. Students With Other Health Impairments, Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15. Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual Disabilities; 16. Students With Autism and Accompanying Language and Intellectual Impairment; Part 7: Special Education Transitions; 17. The Effectiveness of Transition Planning: Monitoring the Practices of the Special Education Team; 18. Special Education Transitions From Birth to Age 21

JoAnn M. Rae, EdD, teaches special education classes at the graduate school level and develops early childhood books for children with autism and delayed language acquisition. For over 25 years, she has worked with children and students with disabilities, supervising early intervention, school-age programs, and inclusion classes, and developing transition plans. Dr. Rae’s work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Her education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

Preservice teachers struggle with the complex concepts and aspects of special education transition planning, and as an instructor in a special educator teacher preparation program, I struggled to find just the perfect textbook to support my teachings in transition planning to my preservice teachers. That is until I found A Collaborative Approach to Transition Planning for Students with Disabilities by Dr. JoAnn Rae. Throughout the text, Dr. Rae’s decades of experience are apparent in the breadth and depth of her coverage of the legislation and implementation of transition planning, the goals and methods of transition planning, how to support our students in their self-advocacy and decision-making, and how to collaborate with families and special education professionals. The textual framework has been specially designed to support preservice students’ understanding and participation in transition planning meetings through research-based practices that help to maximize special education students’ self-determination, goal setting, and agency for successful life experiences. I have found Dr. Rae’s inclusion of student scenarios an excellent tool to teach my preservice teachers about students with low incidence disabilities, severe sensory and intellectual disabilities, and also students with health impairments, and multiple disabilities. Her unique scenarios are comprehensive and an extremely effective tool to demonstrate complexities not found in other textbooks, such as IEP team disagreements, students with a myriad of illnesses, students with complex family needs, and students living in poverty. These well-thought-out scenarios were perfect for group engagement and provided my preservice teachers with opportunities to work together to problem-solve and integrate knowledge with practice and provide strategies that help them understand the real-life challenges students, their families, and transition planning specialists encounter day-to-day. This book will serve as an excellent resource to any instructor supporting preservice or in-service teachers and transition specialists in understanding the complex concepts and aspects of special education transition planning, and postsecondary success for students with disabilities.Patricia R. Huskin, PhD, Retired Associate Professor, Department of Teacher & Bilingual Education, College of Education & Human Performance, Texas A&M University, Kingsville

• Part 1: Introduction to Transition Planning; 1. Transition Planning and Special Education Law; Part 2: Transition Planning Practices; 2. An Interactive Framework of Activities Focusing on Community Access, Student Engagement and Post-School Goals Selection; 3. Collaborating With Families During the Transition Planning Process; Part 3: Assessments; 4. Medical Conditions, Assessment, and Transition: Implications of Disability and Medical Conditions on Work-Seeking Activities and Educational Progress; 5. Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan Frameworks: Creating the Transition Plan; 7. Career and Employment-Based Learning: Supporting Entry Into the Workforce and Postsecondary Education; Part 5: Special Education Programs: Responsibilities and Resources of Transition Team Members and Community and Governmental Agencies; 8. School Leadership and Transition Planning; 9. Roles of the Secondary Special Education Team and Community Agencies; Part 6: Special Considerations: Working With Diverse Groups of Students; 10. Students With Specific Learning Disabilities and Speech and Language Impairments; 11. Students With Emotional, Behavioral, and Severe Mental Health Disorders; 12. Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or Deaf-Blind; 13. Students With Autism Without Accompanying Language or Intellectual Impairment; 14. Students With Other Health Impairments, Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15. Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual Disabilities; 16. Students With Autism and Accompanying Language and Intellectual Impairment; Part 7: Special Education Transitions; 17. The Effectiveness of Transition Planning: Monitoring the Practices of the Special Education Team; 18. Special Education Transitions From Birth to Age 21