Learning for All

References: Transitional Planning

Post School Transitions

British Columbia Ministry of Children and Family Development. Your Future Now: A Transition Planning and Resource Guide for Youth with Special Needs and Their Families

Carter, E., Austin, D. and Trainor, A., “Predictors of Postschool Employment Outcomes for Young Adults with Severe Disabilities” in Journal of Disability Policy Studies 2012 23: 50

Carter, E., Brock, M., Bottema-Beutel, K., Bartholomew, A., Boehm, T., and Cease-Cook, J. “Methodological Trends in Secondary Education and Transition Research: Looking Backwards and Moving Forward” in Career Development and Transition for Exceptional Individuals 2013 36:15 March 2013

Carter, E., Brock, M., and Trainor, A.,  Transition Assessment and Planning for Youth With Severe Intellectual and Developmental Disabilities” in Journal of Special Education, February 2014 47: 245-255, 2012

Carter, Erik and Hughes, Carolyn. The New Transition Handbook: Strategies High School Teachers Use that Work! 2nd Edition. Baltimore, MD: Paul H. Brookes Publishing, 2012

Kim, Kyeong-Hwa and Tu, Anna. “Transition to Adulthood for Students With Severe Intellectual Disabilities: Shifting Toward Person-Family Interdependent Planning” in Research & Practice for Persons with Severe Disabilities 2004, Vol. 29, No. 1, 53-57

National Collaborative on Work Force and Disability. Guideposts for Success, 2nd edition

Assessing the transition-related strengths and needs of adolescents with high-incidence disabilities

Online Resources
Launching Students with Disabilities Towards Adulthood: A Webinar Series of Planning for Successful Transitions (with Erik Carter) 2014- 2015. Elevating Outcomes for People with Disabilities, TennesseWorks. http://www.tennesseeworks.org/webinar-training

Assistive Technology

Zabala, J., Bowser, G., and Korsten, J. SETT and Re:SETT: Concepts for AT Implementation. Computer Technology in Special Education and Rehabilitation, Closing the Gap. http://www.joyzabala.com/uploads/Zabala_CTG_SETT_and_ReSETT_.pdf

Alberta Education, Inclusive Education Video Series. Using Assistive Technology to Support Learning.


Carter, E., Owens, L., Trainor, A., Sun, Y. and Swedeen, B., “Self-Determination Skills and Opportunities of Adolescents with Severe Intellectual and Developmental Disabilities” in American Association on Intellectual and Developmental Disabilities, Vol. 114, Number 3: 179-192, May 2009

Research to Practice in Self-Determination (October 2012)

Self-Determination Guide: Promoting Findings and Strategies from a Survey of Wisconsin Paraprofessionals (May 2009)
Natural Supports Project, Waisman Resource Centre


Carter, E., & Draper, J. (2010). Making school matter: Supporting meaningful secondary experiences for adolescents who use AAC. In D. McNaughton & D. Beukelman (Eds.). Transition strategies for adolescents and young adults who use AAC (pp. 69–90). Baltimore, MD: Paul H. Brookes.

Carter, E. W., Brock, M. E., & Trainor, A. A. (2014). Transition Assessment and Planning for Youth with Severe Intellectual and Developmental Disabilities. Journal Of Special Education47(4), 245-255.

Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2013). Self-Determination among Transition-Age Youth with Autism or Intellectual Disability: Parent Perspectives. Research And Practice For Persons With Severe Disabilities38(3), 129-138.

QIAT Leadership Team (2015). Quality indicators for assistive technology: A comprehensive guide to assistive technology services. Wakefield, MA: CAST Professional Publishing.

Additional recommendations by members of the community of practice


I’m Determined
I’m Determined is a Virginia Department of Education project with the goal of facilitating the growth of self-determination skills with students who have disabilities. The website offers training modules on self-determination as well as information for teachers, parents and students themselves related to taking charge of their education and their lives. The whole approach is very peson-centered. The website outlines how to use the IPP process to help students become self-advocates. They have taken a coupe of the documents that they use in order to support the development of self-determination skills and made them in to iPad apps as well.
Posted by Monica Braat (Medicine Hat Catholic Board of Education)


Developing AAC Policies in Schools
This document sets out to define Augmentative and Alternative Communication (AAC) and the rationale behind it in the context of educational and legal frame-works. In addition, it offers information and guidelines to local education authorities, schools and health professionals about meeting the highly specialised and individual needs of pupils with AAC requirements. In order to ensure that these needs are met, the document recommends that schools and local education authorities devise AAC policies which reflect the requirements of individual establishments. (from the UK)
Posted by Monica Braat (Medicine Hat Catholic Board of Education)
policydoc_8_285 Download File

Getting a Shot at Life
I heard the Rose and Van Schaffers speak at the Division of Early Childhood Conference in St. Louis in October 2014.  They began using Group Action Planning with their daughter’s team when she was little and are now using this process as she goes to college. This team approach has been very successful for them.  I found their experience very interesting for students, families and teams as they work with students with complex needs.
Posted by Marg Schimpf, Early Learning Consultant, Elk Island Catholic Schools