1. An Introduction to the Second Edition of the Handbook of Adolescent Transition Education for Youth with Disabilities 2. A History of Adolescent Transition Education 3. Policy and Adolescent Transition 4. Evidence- and Research-Based Transition Predictors and Practices: Identification and Implications 5. Career Design 6. Adolescent Transition Planning Strategies 7. IEP Development that Supports the Transition to Adult Life for Youth with Disabilities 8. Transition Assessment 9. Student Involvement in the Transition Process 10. Family Involvement in Adolescent Transition Planning 11. Academic Skill Instruction in Adolescent Transition Education 12. Life Skills and Community-Based Instruction 13. New Social Relationships: Social Skills, Supports, and Networks in Adolescent Transition Education 14. Self-Determination and Transition 15. Work-Based Learning for Students with Disabilities 16. School Completion and Adolescent Transition Education 17. Assistive Technology in the Transition Education Process 18. Middle School Transition Education Planning and Services 19. Integrating College and Career Readiness into Transition Education 20. Addressing Equity and Providing Transition Education to a Diverse Student Population 21. Effective Strategies for Interagency Collaboration 22. Supporting the Transition to Postsecondary Education for Students with Disabilities 23. Promoting Access to Supports and Accommodations in Postsecondary Education 24. Job Placement and Job Development for Young Adults with Disabilities 25. Enabling Community Participation During and After Transition 26. Trends in Transition Educator Personnel Preparation 27. Adolescent Transition Education for Students with Autism 28. Transition and Adolescents with Learning Disabilities 29. Adolescent Transition Education for Students with Intellectual Disability 30. Adolescent Transition Education for Deaf Students 31. Transition Education for Adolescents Who Are Blind or Have Low Vision 32. Transition Planning and Services for Youth with Emotional and Behavioral Disorders 33. Improving Transition Outcomes for Youth with Mental Health Conditions
Karrie A. Shogren, PhD, is Professor in the Department of Special Education and Director of the Kansas University Center on Developmental Disabilities. Her research focuses on assessment and intervention in self-determination and supports needs assessment and planning.Michael L. Wehmeyer is Ross and Marianna Beach Distinguished Professor in Special Education, Chair of the Department of Special Education, and Senior Scientist and Director of the Beach Center on Disability, all at the University of Kansas. His research focuses on self-determination, applications of positive psychology to the disability context, and applied cognitive technology.