Promoting Successful Transition to Adulthood for Students with Disabilities

Comprehensively addressing the challenges of transition, this book provides practical knowledge and tools geared toward real-world educators. It presents clear guidelines for all aspects of team-based transition planning for individuals with various levels of disability, illustrated with vignettes of three secondary students who are followed throughout the book. The authors describe evidence-based practices for conducting assessments and promoting optimal outcomes in the areas of employment, postsecondary education, and independent living. Keys to family involvement, self-determination, interagency collaboration, and problem solving are highlighted. Several reproducible forms can be downloaded and printed in a convenient 8 1/2″ x 11″ size.

About the Author

Robert L. Morgan, PhD, is Professor in the Department of Special Education and Rehabilitation at Utah State University, where he is also Director of the Severe Disabilities Program, Director of the Transition Specialist Master’s Program, and Co-Director of the Institute for Interdisciplinary Transition Services. He has worked in classrooms as a behavior specialist and transition specialist and has consulted to schools and transition programs throughout the United States. Dr. Morgan has published nearly 100 journal articles and book chapters as well as three books, and has assisted in the development of nationally disseminated educational products for students, teachers, and transition specialists. Tim Riesen, PhD, is Research Assistant Professor in the Department of Special Education and Rehabilitation and a Faculty Fellow at the Center for Persons with Disabilities at Utah State University. He specializes in employment for people with significant disabilities, transition, and adult services. Dr. Riesen has developed and conducted trainings for over 2,000 professionals and parents across the United States, on topics including supported employment, customized employment, work incentives, systematic instruction, transition to employment, and behavior supports in the workplace. His published research has focused on response prompting, school-to-work barriers, and embedded instruction.

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