Universal Design for Transition : The Educators Guide for Equity-Focused Transition Planning

Scott, Laron A.; Thoma, Colleen A., Ph.D.

ISBN 10: 1681256029 / ISBN 13: 9781681256023

Published by Brookes Publishing, 2023

Seller Inventory # 46642592-n

Synopsis:

For students with disabilities from historically marginalized backgrounds, inequities in education and support services often lead to negative post-school outcomes. Promote successful adult lives for all students with disabilities—including historically marginalized culturally and linguistically diverse learners—with the new edition of this guide to the universal design for transition (UDT) framework.

Like the popular first edition, this important text prepares teachers, transition coordinators, and principals of Grades 6–12 to apply the principles of universal design for learning to transition planning for all learners with disabilities. This reimagined guide adds an equity lens, so that educators can understand the needs of historically marginalized racially and ethnically diverse students and create culturally responsive and sustaining instruction, supports, and services as students approach transition age. Practical tips, examples, and downloadable tools help teachers apply the UDT framework successfully, and the voices of experienced educators provide guidance and insight throughout. Equally useful as a textbook and an in-service resource, this new edition will get educators ready to help all students with disabilities build fulfilling adult lives that reflect their goals and dreams.

EDUCATORS WILL LEARN HOW TO:

• Reduce student opportunity gaps related to academic achievement and transition planning
• Incorporate the rich cultural heritage of historically marginalized students when planning their academic and transition curriculum
• Master the components of UDT, including multiple means of assessment, student self-determination, multiple life domains, and use of multiple resources and perspectives when making decisions
• Prepare students for key aspects of adult life: employment, postsecondary education, community living, and social inclusion and engagement
• Create culturally sustaining IEPs that honor the complexities of diverse students and families
• Promote equitable access to and use of technology with a UDT approach

WHAT’S NEW:

• New focus on culturally responsive practices and supports
• Updated research throughout
• New and expanded coverage of key topics such as community living options, use of technology and multimedia resources, and weaving social outlets and leisure activities into UDT
• All-new examples, resources, teaching tips, vignettes, and case studies

About the Author:

Dr. Stacie L. Dojonovic is the Coordinator for the Online Transition Certificate and Master’s Program at The University of Kansas. In addition, she serves as the Executive Director of the Division on Career Development and Transition. Stacie has experience as a transition specialist in both urban and suburban school districts. Through service, scholarship, and practice she has been recognized for engaging diverse audiences in order to implement research to practice to improve the post school outcomes of all youth.

Dr. Hagiwara is a former special education teacher for students with extensive support needs across grade levels and now teaches  undergraduate and graduate courses in the Department of Special Education to prepare future teachers for students with extensive support needs. Dr. Hagiwara’s research focuses on inclusive education for students with intellectual and developmental disabilities, developing family‑school partnerships, using culturally sustaining transition practices, and promoting self‑determination for people with intellectual and developmental disabilities across contexts (e.g., school, home, community). She also serves as a Project Coordinator for an inclusive postsecondary education project for young adults with intellectual and developmental disabilities at SF State.

Sheida K. Raley, Ph.D. is an Assistant Research Professor at the Kansas University Center on Developmental Disabilities and Assistant Professor in the Department of Special Education. Dr. Raley’s research focuses on assessment and intervention related to self‑determination for all students, including students with extensive support needs learning in inclusive contexts. The ultimate goal of her research is to understand how to enable all students, including students with and without disabilities, to build abilities and skills associated with self‑determination.

Karrie A. Shogren, Ph.D., Professor, Department of Special Education; Co-Director and Senior Scientist, Kansas University Center on Developmental Disabilities; Associate Director, Beach Center on Disability, University of Kansas, 1200 Sunnyside Avenue, Room 3136, Lawrence, KS 66045

Karrie A. Shogren is Professor of Special Education; Co-Director and Senior Scientist, Kansas University Center on Developmental Disabilities; and Associate Director, Beach Center on Disability, all at the University of Kansas. Dr. Shogren's research focuses on self-determination and systems of support for people with disabilities as well as applications of positive psychology and strengths-based approaches to people with intellectual and developmental disabilities; she has a specific interest in contextual factors that affect student outcomes. Her work focuses on developing and researching the efficacy and effectiveness of assessment and intervention approaches for students with and without disabilities to promote self-determination, with a particular focus on the role of these approaches in the transition to adult life and engagement in meaningful adult roles and responsibilities. Dr. Shogren has published more than 100 articles in peer-reviewed journals, is the author or coauthor of 10 books, and is a coauthor of Intellectual Disability: Definition, Classification, and Systems of Support, the 11th edition of the American Association on Intellectual and Developmental Disabilities' (AAIDD's) seminal definition of intellectual disability (formerly mental retardation). In addition, she is a coauthor of AAIDD's Supports Intensity Scale—Children's Version and Supports Intensity Scale—Adult Version. Dr. Shogren has received grant funding from several sources, including the Institute of Education Sciences and National Institute on Disability, Independent Living, and Rehabilitation Research. Dr. Shogren is Co-editor of Inclusion and Remedial and Special Education and Associate Editor of Research and Practice for Persons with Severe Disabilities. She has received the Council for Exceptional Children's Division for Research Distinguished Early Career Research Award and the American Association on Intellectual and Developmental Disabilities Early Career Award. Dr. Shogren completed bachelor and master's degrees in psychology at Ohio State University and the University of Dayton, respectively, and her doctoral degree at the University of Kansas.

Edwin Achola is an adjunct faculty in the Department of Special Education and Disability Policy at Virginia Commonwealth University. He currently teaches the secondary education and transition planning class designed for practitioners in the M.Ed. program and those seeking special education endorsement. He also teaches an undergraduate special education introductory class. Edwin has worked both as a general and special educator with both high and middle school students in Kenya and the United States. He is also a doctoral student at Virginia Commonwealth University in the same department. Presently, he is engaged in investigating practitioner transition assessment practices and postsecondary education for African American students with intellectual disabilities. His research interests include postsecondary education for students with disabilities, transition planning, and personnel preparation.

Abdulaziz is a Graduate Research Assistant at the Kansas University Center on Developmental Disabilities and a doctoral student in the Department of Special Education at University of Kansas. My line of research focuses on strengths‑based and inclusive approaches to improve in and post‑school outcomes for all students. Specifically, he is interested in assessment and intervention in self‑determination for all students, particularly students with disabilities, in inclusive contexts.  

Holly N. Whittenburg, M.A. Ed., M.Ed., works as Research Site Coordinator at Virginia Commonwealth University (VCU)'s Rehabilitation Research and Training Center. She is also a doctoral student at VCU's School of Education. Her research interests include transition policy and social skills interventions for young adults with autism spectrum disorder. Ms. Whittenburg has also worked as an employment specialist, a special education teacher, and a special education administrator.

Genna Kieper serves the Washington State University ROAR Program as their employment services coordinator. In addition to Genna’s professional roles, they are also a fourth‑year doctoral student in the College of Education’s educational psychology program. Genna’s research interests include self‑determination theory, gender theory, and the self‑regulation and co‑regulation of learning in workplace environments for people with I/DD.

Marcus Poppen, Ph.D. is an Associate Professor of Special Education at Washington State University, where he works to advance career development and employment outcomes for youth and young adults with disabilities. His interests include understanding the unique paths of career development for youth and young adults with disabilities, including those involved in the juvenile justice system, foster care system, and/or living with mental health concerns; collaborative school‑based transition programs that facilitate the coordination and delivery of pre‑employment transition services; post‑secondary education programs for students with intellectual and developmental disabilities; and, program evaluation and capacity building efforts that support data‑based decision making.

Katie is a doctoral candidate in special education at WSU and is the director of the WSU ROAR program. Katie’s research area of interested includes using emerging technology, like virtual and augmented reality, to teach individuals with disabilities academic and functional skills. Before moving to the Palouse, Katie taught high school special education in both Arizona and Colorado. In her free time Katie likes to take her two daughters on jogs and practice her cooking skills.

Dr. Katherine Brendli Brown is an Extension Associate for the Yang Tan Institute (YTI) on Employment and Disability in the School of Industrial and Labor Relations at Cornell University. At the YTI, she supports a range of initiatives, related to transition outcomes and person‑centered planning for people with developmental disabilities, program evaluation, and supporting data‑based decision making in school districts. Dr. Brendli Brown is particularly passionate about conducting, translating, and applying scholarly research focused on promoting positive transition experiences and outcomes for people with intellectual and developmental disabilities.

Dr. Don McMahon is an Associate Professor of Special Education at Washington State University, in Special Education. His research interests are augmented reality, virtual reality, universal design for learning, assistive technology, and using technology education. He is a faculty mentor with the WSU ROAR inclusive postsecondary education program.  

Joshua Taylor, M.Ed., is a Training and Technical Assistance Associate for the Virginia Commonwealth University Autism Center for Excellence and a Research Associate for the Rehabilitation Research and Training Center. He develops training, provides technical support, and conducts research into best practices for promoting lifelong success for individuals with intellectual and developmental disabilities in school, work, and community settings. Mr. Taylor has more than 10 years of experience in public schools. His research interests include autism spectrum disorder, transition to adulthood, inclusive education, employment, postsecondary education, community integration, universal design for learning, learning sciences, and disability policy.

Dr. Ashley Miller is an Assistant Professor at West Chester University, with an Doctorate from Wilmington University. Prior to her professorship, Dr. Miller served as a high school learning support teacher for nearly ten years and as interim principal in north Philadelphia. Dr. Miller's research interests include Transition Services, Culturally and Linguistically diverse teaching, and teacher wellness. When Dr. Miller isn’t inspiring future educators in the classroom, she is renovating her home, or spending quality time with her best friend and spouse of over 18 years and their dog Caico.

Sarah K. Howorth is an assistant professor of special education and program coordinator for the special education graduate programs in the School of Learning and Teaching, part of the University of Maine College of Education and Human Development. Her research interests include social skills and social coaching of individuals with autism, and the use of emerging technology such as virtual reality and augmented reality to support behavioral, academic, and transition skills instruction for individuals with disabilities. She also has expertise in the following areas: assistive technology, reading comprehension, positive behavior          interventions and supports, and improving employment and transition outcomes for individuals with autism and intellectual disabilities. Sarah is a board‑certified behavior analyst and has more than 20 years of experience in special education.

Yetta Myrick is the mother of a young adult son diagnosed with an autism spectrum disorder and Intellectual Disability. She is the Founder and President of DC Autism Parents (DCAP), a 501(c)(3) non‑profit organization in the District of Columbia. Ms. Myrick is a member of DC Developmental Disabilities Council and the Got Transition® National Family Health Care Transition Advisory Group. She deeply believes that parental involvement is key to obtaining quality services for all children and youth, and that an informed parent is an engaged parent.  

Deborah Rooks‑Ellis is an associate professor of early childhood education at Coastal Carolina University. Her research interests include teacher education, family‑school partnerships, and how instructional strategies are implemented within the complexities of classrooms.

Scott Kupferman, Ph.D. is an Associate Professor at the University of Colorado, Colorado Springs and a Fulbright Scholar at the University of Tokyo. He is also Director of the National Collaborative for Disability and Technology, which is a federally funded network of 300+ people with disabilities, researchers, and technology companies who co‑develop and co‑research accessible technology. Dr. Kupferman's research, teaching, and service efforts have led to several honors and awards, including invitations to be a delegate at the United Nations in Geneva, research fellow at multiple technology companies, and recipient of the U.S. Department of Education's Commissioner's Award for Excellence.

Heather J. Williamson is an associate professor at Northern Arizona University in the Center for Health Equity Research and the Department of Occupational Therapy. She is a Fellow of the American Association on Intellectual and Developmental Disabilities.

Regina Frazier has served as a public‑school Assistant Principal after earning her Master’s degree in Education in Administration from Virginia State University in 2014. During her doctoral program at Virginia Commonwealth University, Regina researched special educators’ preparation in reading instruction and issues in the field regarding the preparation and retention of special educators. Regina is an active member of the Council for Exceptional Children (CEC), serving in various roles and mediums of engagement, including work with the division for Culturally & Linguistically Diverse Exceptional Learners, Council of Administrators   of Special Education (CASE), Division on Career Development, and Transition, and the Teacher Education Division of CEC.

Kim W. Fisher, Ph.D., is an Assistant Professor in the Department of Special Education at Illinois State University. Kim earned her Ph.D. in Special Education from the University of Illinois at Urbana-Champaign. She is also a Fellow of the American Association on Intellectual and Developmental Disabilities.

LaRon A. Scott, Ed.D., received a bachelor of science degree in criminal justice, with a psychology minor, from Radford University in Virginia. He worked as a mental health/mental retardation case manager before completing a master’s degree in education from Virginia Commonwealth University (VCU). Qualified in special education and mental health, LaRon continues his career, which includes working with at-risk and children and adolescents with special needs by serving as an intensive in-home counselor and special education teacher. Mr. Scott teaches students with disabilities in both academic and community settings. He continues to guest lecture in graduate-level courses at VCU on universal design for learning and self-determination. He was recently named the special education department chairperson at the school where he is employed. In 2007, Mr. Scott received the Iva Dean Cook Teacher of the Year Award, given by the Division on Career Development and Transition of the Council for Exceptional Children.

Colleen A. Thoma, Ph.D., earned her doctoral degree from Indiana University, where she began her research on self-determination in transition planning. She is currently Associate Professor in the Department of Special Education and Disability Policy and Director of Doctoral Studies in the School of Education at Virginia Commonwealth University (VCU) in Richmond. She teaches courses on disability policy, transition and secondary education, curriculum and instruction, and characteristics of students with intellectual and/or developmental disabilities. Her research interests include preparation of teachers to support selfdetermined transition planning, student-directed individualized education program development, and the impact of student self-determination on transition and academic outcomes. She has mentored doctoral candidates at VCU (including her co-author, Dr. Christina Bartholomew) in their own research on self-determination, teacher preparation, and transition services. Dr. Thoma's scholarship, teaching, and service have focused primarily in the areas of self-determination, transition planning and services, and teacher preparation. She co-authored a book on transition assessment with Dr. Caren Sax, Transition Assessment: Wise Practices for Quality Lives (Paul H. Brookes Publishing Co., 2002), and has authored or co-authored more than 40 peerreviewed journal articles, book chapters, and technical reports. She is a frequent presenter at major national conferences, with more than 100 peerreviewed presentations over the past 10 years. She is the recipient of VCU School of Education's award for Distinguished Scholarship (2007). Her leadership in the field of transition services also included 5 years on the executive board of the Division on Career Development and Transition, a division of the Council for Exceptional Children, including 1 year as President.

Christina C. Bartholomew, Ph.D., earned her doctoral degree from Virginia Commonwealth University (VCU) in Richmond in December 2007. Prior to enrolling in the doctoral program, she worked as a special educator in the Commonwealth of Virginia. During her teaching experience, she worked with students with disabilities in both academic and employment settings. She has served as the student representative on the board of the Council for Exceptional Children’s Division on Career Development and Transition and was awarded the Phi Kappa Phi Honor Society Scholarship Award for VCU’s School of Education in 2006. Dr. Bartholomew has worked on a statewide project promoting the instruction of self-determination skills in secondary settings and has created and implemented professional development seminars for middle school teachers in the areas of coteaching, collaboration, and assessment practices. Dr. Bartholomew has taught several graduate-level courses in secondary and transition programming, co-teaching and collaboration, instructional methods for individuals with intellectual disabilities, and trends and characteristics in special education. She has presented at numerous state and national conferences on self-determination, student-led individualized education programs, and linking transition to academic goals and instruction. She has conducted dissertation research in the area of teacher perceptions of school and classroom influences on their support for student self-determination, and she has coauthored articles for educational journals. She currently works in the field of special education as an adjunct instructor at VCU and as an educational consultant.

Rachel is a third‑year doctoral student studying special education at Virginia Commonwealth University. Rachel previously taught as a special education teacher and teacher of the Deaf. Her research interests include mentorship and special educator retention.

Meagan Dayton earned her Master of Science in Special Education at Longwood University. After 5 years of teaching, she has returned to school at Virginia Commonwealth University to pursue a Ph.D. in Special Education. Her research focuses on the retention of and support for special education teachers, especially special education teachers who come from minoritized backgrounds.

Imani Evans, M.A., CCC‑SLP is a PhD candidate at Virginia Commonwealth University in Richmond, Virginia. Imani’s research interests include interdisciplinary collaboration, strategies to retain a diverse special education workforce, and inclusive practices to support students with disabilities from culturally and linguistically diverse backgrounds. She has a background as a pediatric speech‑language pathologist.

Amber Brown Ruiz is a postdoctoral researcher at Washington State University (WSU) for the WSU ROAR program. She received her PhD in Special Education and Disability Policy at Virginia Commonwealth University (VCU). Her growing scholarship agenda is aimed at improving post‑secondary transition outcomes for students of color with disabilities through collaborative and culturally responsive transition service delivery models.

Dr. Bruno’s research focuses on improving transition outcome for youth with disabilities with a specific focus on improving the preparation of pre‑service and in‑service educators’ ability to implement evidence‑based practices related to transition. In addition, she also focuses on enhancing postsecondary educational opportunities for youth with intellectual and development disability. Dr. Bruno teaches courses in special education and creates engaging learning environments by using the principles of UDL across her courses – giving students opportunities to apply what they learn to their future professions. She is dedicated to the development of pre‑service teachers to use evidence‑based practices and create inclusive learning environments. Dr. Bruno has experience teaching students with low‑incidence disabilities at the high school level, which has influenced her interest in providing all students the greatest opportunities for transition.

Michelle Adrianne Carter Hicks, M.S., is currently a doctoral student in the special education and disability policy program at the VCU School of Education. She received her master’s degree in education from Old Dominion University and her bachelor’s degree at Hampton University. Her research interest is improving the post‑secondary outcome for students with blindness and visual impairment. Michelle has previously taught students with specific learning disabilities, specific emotional disabilities, and visual impairment.

Jarrod Hobson, M.S., is a doctoral student and PRISE (Preparing Research Intensive Special Educators) Scholar in Special Education at Virginia Commonwealth University. Jarrod works as an Inclusive Education Coordinator for the Virginia Department of Education’s Technical Training and Assistance Center at James Madison University. Additionally, Jarrod works on the I’m Determined Project, which focuses on providing individuals with disabilities and their families opportunities to develop skills associated with self‑determination. Previously, Jarrod worked as a special education teacher within the Greater Richmond Virginia community.

Kendra Williams-Diehm, Ph.D., is a Professor and Director with Zarrow Center for Learning Enrichment, located within the Special Education program in the Jeannine Rainbolt College of Education at the University of Oklahoma. She holds both the Zarrow Family Endowed Chair and the Brian E. and Sandra L. O’Brien Presidential Professorship. Her primary research interests include comprehensive transition services with a focus on appropriate transition assessment and self-determination for students with intellectual and developmental disabilities. A secondary research interest focuses on the intersection of cultural and successful transition outcomes. Dr. Williams-Diehm taught special education at both the elementary and secondary level and still considered herself to be an educator first.

Bibliographic Details

Title: Universal Design for Transition : The ...
Publisher: Brookes Publishing
Publication Date: 2023
Binding: Soft cover
Condition: New
Edition: 2nd Edition