JoAnn M. Rae, EdD started her career as an educator when she earned a bachelor of science degree in special education and elementary education at West Chester University in West Chester, Pennsylvania. Later, Dr. Rae earned a master’s degree with distinction in educational administration, and she became certified as a general education principal and special education supervisor. As a master’s student, she was nominated to Who’s Who Among Students in American Universities and Colleges in recognition of merit and accomplishment. Throughout 18 years of direct teaching experience, Dr. Rae worked with students throughout the transition planning process. As a transition planning specialist using legislative guidelines and research-based practices, she worked with students, their families, and school districts using a collaborative approach to transition planning. Dr. Rae earned a doctorate with distinction in education, specializing in special education. Her studies and dissertation reported on effective practices that have the potential to lead to positive post-school outcomes for students with disabilities. As she earned her doctorate, Dr. Rae was a special education administrator for 7 years, prior to moving to university teaching. In the special education supervisor role, she monitored transition plans and the implementation of transition strategies through the work of the special educators in her department. In this role, Dr. Rae worked with school district officials, families, and community agencies to facilitate smooth transitions to post-school life. Currently, Dr. Rae teaches graduate school courses in the Department of Special Education at St. Joseph’s University, Graduate Division, in Philadelphia, Pennsylvania. She also teaches courses on the administration of special education programs. Dr. Rae’s work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Dr. Rae’s education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

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

JoAnn M. Rae, EdD started her career as an educator when she earned a bachelor of science degree in special education and elementary education at West Chester University in West Chester, Pennsylvania. Later, Dr. Rae earned a master’s degree with distinction in educational administration, and she became certified as a general education principal and special education supervisor. As a master’s student, she was nominated to Who’s Who Among Students in American Universities and Colleges in recognition of merit and accomplishment. Throughout 18 years of direct teaching experience, Dr. Rae worked with students throughout the transition planning process. As a transition planning specialist using legislative guidelines and research-based practices, she worked with students, their families, and school districts using a collaborative approach to transition planning. Dr. Rae earned a doctorate with distinction in education, specializing in special education. Her studies and dissertation reported on effective practices that have the potential to lead to positive post-school outcomes for students with disabilities. As she earned her doctorate, Dr. Rae was a special education administrator for 7 years, prior to moving to university teaching. In the special education supervisor role, she monitored transition plans and the implementation of transition strategies through the work of the special educators in her department. In this role, Dr. Rae worked with school district officials, families, and community agencies to facilitate smooth transitions to post-school life. Currently, Dr. Rae teaches graduate school courses in the Department of Special Education at St. Joseph’s University, Graduate Division, in Philadelphia, Pennsylvania. She also teaches courses on the administration of special education programs. Dr. Rae’s work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Dr. Rae’s education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

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

JoAnn M. Rae, EdD started her career as an educator when she earned a bachelor of science degree in special education and elementary education at West Chester University in West Chester, Pennsylvania. Later, Dr. Rae earned a master’s degree with distinction in educational administration, and she became certified as a general education principal and special education supervisor. As a master’s student, she was nominated to Who’s Who Among Students in American Universities and Colleges in recognition of merit and accomplishment. Throughout 18 years of direct teaching experience, Dr. Rae worked with students throughout the transition planning process. As a transition planning specialist using legislative guidelines and research-based practices, she worked with students, their families, and school districts using a collaborative approach to transition planning. Dr. Rae earned a doctorate with distinction in education, specializing in special education. Her studies and dissertation reported on effective practices that have the potential to lead to positive post-school outcomes for students with disabilities. As she earned her doctorate, Dr. Rae was a special education administrator for 7 years, prior to moving to university teaching. In the special education supervisor role, she monitored transition plans and the implementation of transition strategies through the work of the special educators in her department. In this role, Dr. Rae worked with school district officials, families, and community agencies to facilitate smooth transitions to post-school life. Currently, Dr. Rae teaches graduate school courses in the Department of Special Education at St. Joseph’s University, Graduate Division, in Philadelphia, Pennsylvania. She also teaches courses on the administration of special education programs. Dr. Rae’s work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Dr. Rae’s education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

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