Legal Issues in the Transition Phase

Here you will find expert help in understanding estate planning, trusts, wills, and any other legal concern you will need to be aware of to protect your student as they transition into adulthood.

Introduction

This section will focus on one very important and often complicated issue that parents confront when they have a son or daughter with any type of disability–how to plan their estate to best provide for the child’s future security. Parents often may ask themselves:

• What will our son or daughter do when we are no longer here to provide help when it’s needed?
• Where and how will our child live?
• Will he or she have enough income to sustain a decent quality of life?

Other questions parents may ask themselves focus on the estate planning process itself:

• How do I know that my estate plan is going to work?
• Do I have enough money to hire a lawyer and write a will?
• Do I even have anything to leave my children?

These are very difficult questions for parents to consider and difficult ones to answer. When a child has a disability–whether it is mild, moderate, or severe–parents have concerns about that child’s future. The information provided in this chapter is relevant both to a family whose child is already independent or is expected to be so, and to one whose child will need moderate or extensive support or supervision throughout life.

Parents may have a tentative plan in the back of their mind that one day, in the near or distant future, they will write a will that leaves their son or daughter with a disability sufficient resources to make his or her life secure. Many of them may have already written such a will, yet there are many things to know and consider when planning an estate.

For example, bequeathing a person with a disability any assets worth more than $2,000 may cause the person to become ineligible for government benefits such as SSI and Medicaid. For many individuals with disabilities, the loss of these benefits would be a devastating blow. In addition to the cash benefits and medical coverage that would be lost, the person would also lose any number of other government benefits that may be available to eligible persons with disabilities, such as supported employment and vocational rehabilitation services, group housing, job coaches, personal attendant care, and transportation assistance. Therefore, it is our hope that you, as a special educator, will read and thoroughly consider the information presented in this chapter. The future security of many parents’ sons or daughters with a disability may well depend upon the actions you take to help them establish an estate plan appropriate to their child’s needs. After reading this section you should understand the following:

How the Type of Disability Affects Estate Planning
Physical Disabilities or Health Impairments
Cognitive Disabilities or Mental Illness
How to Start Planning an Estate
What to Consider When Planning an Estate
Guardianship
Conservatorship (Limited Guardianship)
Types of Guardianship and Conservatorship
Who Can Best Serve As Guardian /Conservator?
Alternatives to Guardianship and Conservatorship
Appointment of a Representative Payee
Power of Attorney
Special Needs Trust
Joint Bank Account
Informal Advocacy
Consequences of Not Filing for Guardianship or Conservatorship
Letter of Intent
What Happens Once the Letter of Intent Is Written?
How to Involve the Student in Writing the Letter of Intent
What to Include in the Letter of Intent
Writing a Will
Establishing a Will: Four Possible Approaches
Worksheet for Costing Out Expenses of the Person With the Disability

How the Type of Disability Affects Estate Planning

Disabilities, of course, can take many forms and have varying degrees of severity. The nature and severity of a child’s disability will affect the nature of the estate plan that parents develop. According to Hill, Glowacki, Jaeger & Hughes, LLP (2001) a disabled individual often can’t manage assets and income without assistance. In some cases, the disabled individual requires the protection of guardianship. Individuals with disability or diminished capacity sometimes qualify for and receive government benefits, such as SSI, SSDI, Medicare, Medicaid (“MA”, also known as Medical Assistance or Title 19), COP, CIP and/or other similar benefits. Some but not all of these benefits programs are unavailable to individuals with assets over $2,000 plus certain exempt assets. There also are income limitations for the benefits programs with asset limitations.

If an individual receiving SSI and MA receives income or a gift or inheritance, s/he may lose those government benefits. With proper planning, there are legal ways to avoid this problem. Thus, parents, grandparents, siblings and other relatives or friends desiring to provide for their disabled family member or friend should see an attorney experienced in estate planning for disabled persons, who stays current with the constantly changing federal and state laws, regulations and policies concerning qualification for these benefits programs. Even if a disabled individual does not receive SSI or MA, acquiring income, a gift or an inheritance may create problems due to the recipient’s inability to manage the increased financial resources. Appropriate estate planning can avoid these potential problems, too.

Physical Disabilities or Health Impairments

Many individuals have physical disabilities or health impairments that do not affect their ability to manage financial or other affairs. If a student with a disability has such a condition, how to leave an estate depends on a number of factors. The primary factor will be whether he or she receives (or may one day need to depend on) government benefits such as Supplemental Security Insurance (SSI), subsidized housing, personal attendant care or Medicaid. If a child does receive (or may one day need to depend on) government benefits, then it is most important for parents to create a special estate plan that does not negate his or her eligibility for those benefits. How to do this is discussed in some detail in this section.

If a child with a physical disability or health impairment is not eligible for, or is not receiving, government benefits, parents may be able to dispense with elaborate planning devices and merely leave their child money outright, as they would to any other individual. If they believe that the disability may reduce their son’s or daughter’s financial earning capability, they may want to take special care to leave a greater portion of their estate to this child. There are some exceptions to this simplified approach; for example, if parents are concerned that a son or daughter with a disability may not responsibly handle an inheritance, then they can utilize a trust, just as they would for any other heir.

Another exception is if a child’s disability or health impairment involves the possibility of deteriorating health and more involved health care needs in the future. While the child may be capable of earning money and managing an inheritance at present or in the immediate future, in 20 or 30 years’ time, deteriorating health may make it difficult for him or her to maintain employment or pay for health care. Government benefits might then become critical to the child’s security. Remember, benefits include much more than money; the child may also be eligible for valuable services such as health care, vocational rehabilitation, supported employment, subsidized housing, and personal attendant care. If, however, a child acquires too many assets through inheriting all or part of an estate, he or she may be ineligible for these benefits. Therefore, in order to protect a child’s eligibility for government benefits at some point in the future and to provide for his or her long-range needs, you should inform parents that they may have to consider establishing a special estate plan.

Cognitive Disabilities or Mental Illness

If a child’s disability affects his or her mental capability, the need to create a special estate plan is clearer. Mental illness and cognitive disabilities often impair a person’s ability to manage his or her own financial affairs while simultaneously increasing financial need. As a result, parents must take care to ensure that there are assets available after their death to help their son or daughter, while also providing that the assets are protected from his or her inability to manage them. More information will be given later in this section.

How to Start Planning an Estate

Parents who have a son or daughter with a disability should give careful consideration to developing an estate plan that provides for that person’s future best interests. Here are some suggestions that you, as a special educator, can give parents to help them approach planning their estate:

1. Realistically assess your son’s or daughter’s disability and the prognosis for future development. If necessary, obtain a professional evaluation of your child’s prospects, and capability to earn a living and to manage financial assets. If your son or daughter is already an adult, you should have a fairly clear understanding of his or her capabilities, but if your child is younger, it may be more difficult to predict the future. In such cases, you should take a conservative view. It is better to anticipate all possibilities, good and bad, in such a way that you do not limit your loved one’s potential or set him or her up for unrealistic expectations. Remember, too, that you can change your estate plan as more information about your child becomes available.
2. Carefully inventory your financial affairs. Estimate the size of your estate (what you own) if you should die within the next year or the next ten years. Keep in mind that the will you write governs your affairs at the time of your death, and so it must be flexible enough to meet a variety of situations. Of course, you can always write a new will, but you may never actually write it because of a hectic schedule, procrastination, or oversight.
3. Consider the living arrangements of your son or daughter with a disability. Your child’s living arrangements after your death are of paramount importance. Every parent of an individual with a disability should give thought to the questions, “If (my spouse and) I should die tomorrow, where would our child live? What are the possibilities available to him or her?” The prospective living arrangements of your son or daughter will have a tremendous impact on how your estate should be distributed. Involved in answering the question of living arrangements is whether or not your child will need a guardian or conservator to make decisions for him or her after your death. If you conclude that a guardian or conservator is necessary, you should be prepared to recommend a potential guardian or conservator in your will.
4. Analyze the earning potential of your son or daughter; it is important to determine how much your child can be expected to earn as a result of employment. If he or she is currently employed, does this employment meet all of his or her living expenses, or only some? If your child is currently too young to be employed, you will have to project into the future. In many cases, even if your son or daughter is employed or expected to be employed at some point in the future, he or she will require additional financial assistance.
5. Consider which government benefits your son or daughter needs and is eligible to receive. Support for a person with a disability will usually come from state and federal benefits. These might be actual case grants, such as social security or supplemental security income, or they might be in-kind support programs, such as subsidized housing or sheltered workshop employment.

Financial Concerns/government benefits can be divided into the following three categories.

1. Those categories that are unaffected by the financial resources of the beneficiary. For example, social security disability insurance (SSDI) beneficiaries receive their benefits without regard to financial need. Regardless of what a parent leaves to a son or daughter with a disability, the social security payments will still be forthcoming once the person has qualified for them.
2. Some government benefits, such as supplemental security income (SSI) and Medicaid, have financial eligibility requirements. If a person with a disability has too many assets or too much income, he or she is not eligible to receive some or all of these benefits. Someone who is eligible due to a lack of financial resources can become ineligible upon inheriting money, property, or other assets, leading to a reduction or termination of the SSI benefits for that person. Therefore, if your son or daughter is receiving government benefits that have financial eligibility requirements, it is important to arrange your estate in a manner that will minimize his or her loss of benefits, especially SSI or Medicaid.
3. Government programs are available to individuals with disabilities where payment for services is determined according to the person’s ability to pay. Many states will charge the individual with a disability for programmatic benefits if he or she has sufficient assets or income. The most striking is the charge that can be levied against residents of state mental institutions. For example, if a resident of a state hospital inherits a substantial sum of money, the state will begin charging the resident for the cost of residency in the state hospital and will continue to charge until all the money is exhausted, yet the services provided will be no different from the ones that he or she was previously receiving.

Guardianship

Parents are the natural guardians of their children until the age of 18, when the power to make decisions on their behalf ends. A court must authorize any future guardianship powers once a person legally becomes an adult. In the past, most individuals with disabilities had public guardians or conservators. Although the Commissioner of Human Services was the technical guardian, the acting guardian or conservator was usually a staff member from the county social service department. In recent years, an effort has been made to recruit family members and other concerned individuals to assume the role of guardian or conservator.

Guardianship is the result of a court hearing that establishes the need to appoint an individual (guardian) to assume substitute decision-making powers for another person (ward) who is not capable of exercising his or her rights due to incapacity or incompetence. The standard for determining incapacity generally requires that a person is functionally unable to care for self or property and cannot communicate decisions regarding care for self or property. This incapacity must be the result of a disorder or disability.

Guardianship is the most restrictive limitation on personal decision-making authority that a court can impose on a person. The ward automatically loses the right to vote, the right to choose where to live, the right to approve medical procedures, the right to enter contracts, and other essential decisions. The role of the guardian is to act in the best interests of the ward in making decisions regarding financial matters or personal needs that have been authorized by the court. The duties of a guardian are defined by law. Only a court can establish guardianship.

Conservatorship (Limited Guardianship)

Conservatorship is a less restrictive form of substitute decision making by a person (conservator), for another person (conservatee) that may include some, but not all, of the duties of guardianship. The conservatee does not automatically lose the right to vote because he or she is not considered incapacitated in all areas. Conservatorships can be tailored to include assistance with certain activities only. If the conservatee is capable of making some essential decisions, conservatorship is preferable to guardianship. A conservator’s duties are established by the court based on law, and a formal hearing similar to a guardianship proceeding is required.

Types of Guardianship and Conservatorship

An individual can be appointed a guardian or conservator of the person, the estate, or both:

• Guardian of the Person and Estate: Has the full scope of powers and duties concerning every major aspect of the ward’s life.
• Conservator of the Person and Estate: Has only some of the powers of the guardian.
• Guardian of the Person: Makes decisions concerning the ward’s place of living, care, comfort, maintenance, employment, training, personal effects, medical procedures, entering into contracts, and social/recreational needs.
• Conservator of the Person: Has some of the powers of the guardian depending upon the person’s needs.
• Guardian of the Estate: Assumes responsibilities for taking control of the ward’s property, preparing a written inventory, keeping adequate records, determining and collecting all income, paying debts from the ward’s assets, paying taxes, and filing an annual written report to the court about the assets, receipts, and disbursements of the estate.
• Conservator of the Estate: Assists the conservatee with those specific financial matters that the court has authorized.

Unless the person has substantial assets, it may not be necessary to seek guardianship or conservatorship of the estate since there are detailed accounting procedures required. If your family member does not have significant assets, consult the clerk of your local county probate court to see if the court will allow you to avoid seeking guardianship or conservatorship of the estate.

Choosing a Guardian /Conservator

A close relative or friend over the age of 18 is usually the best choice to be a guardian or conservator, as long as that person is willing and able to meet all the responsibilities. If a close relative or friend is not available, a concerned professional or representative from an organization offering guardianship or conservatorship services may be appropriate.

It is important to note that although parents may state in their will that they want a particular individual to serve as guardian or conservator after their death, this is not legally binding. That individual must still go to court and go through the same proceedings that the original guardian or conservator went through to obtain guardianship or conservatorship. Therefore, it is advisable to consider adding another family member or friend in the original petition to the court.

Alternatives to Guardianship and Conservatorship

Based on an assessment of the functional and decisional skill level of a family member, parents may decide that one of the several alternatives to guardianship or conservatorship may be more appropriate. The alternatives that follow are considered “less restrictive” because they do not restrict an individual’s rights as severely as guardianship or conservatorship.

Appointment of a Representative Payee

Individuals receiving Supplemental Security Income (SSI) or Social Security Disability Income (SSDI) may receive the benefit checks directly, or the checks can be sent to a representative payee who will assist the beneficiary with financial management and payment of obligations. A representative payee is appointed by the Social Security Administration, and is typically a parent or social worker. Court action is not needed to establish a representative payee, but regular reports must be submitted to the Social Security Administration detailing how the money was spent. A separate bank account must also be maintained for the beneficiary’s money. Contact the Social Security Administration for further information on the appointment of a representative payee.

Power of Attorney

If the person is a competent adult, he or she may authorize, in a private written agreement, another individual to assume power of attorney. A power-of-attorney agreement authorizes a person to enter into legal agreements and manage financial affairs in the name of another person. The person given power of attorney does not have to be a lawyer; any competent person can play this role. A power-of-attorney agreement terminates upon the death of the principal, or if the principal is determined to be incompetent. Parents should consult with a lawyer before setting up a power-of-attorney agreement.

Special Needs Trust

The only reliable method of making sure that the inheritance actually reaches a person with a disability when he or she needs it is through the legal device known as a special needs trust (SNT). The SNT is developed to manage resources while maintaining the individual’s eligibility for public assistance benefits.

This trust agreement for the benefit of a person with a disability allows for a fund to be created that will pay for items and services not covered by Medicaid and other governmental benefits. The trust should be set up by an attorney, and parents may want to consult a financial planner for additional assistance. A trustee will be authorized to spend money on behalf of the individual with disabilities for supplemental purposes such as recreational opportunities, vacations, personal items, Christmas and birthday gifts, and so forth. It is essential that parents consult with an attorney so that all of the implications of any changes in the interpretation of the law are clearly understood and communicated to you. The Social Security Administration has publications, entitled Understanding SSI,that discuss special needs trusts and should be carefully reviewed by parents.

Joint Bank Account

An account set up by a bank allowing joint access to the account may allow parents to supervise or assist their family member with finances. This type of informal assistance may be sufficient to monitor finances when minimal supervision is required.

Informal Advocacy

For families who choose not to go the route of guardianship, the other alternative is to seek out an informal advocate who will carry out the conditions as stated in a letter of intent. Be aware that parents can appoint more than one advocate–each responsible for a different area of concern, i.e., financial or legal needs, or a public agency to oversee their child’s well-being. Relatives usually make the best advocates because of their special knowledge of the needs of the family member. A friend or professional may be able to assist on an occasional basis. You can inform parents not to overlook the assistance that can be provided by natural support systems such as other family members, church communities, neighbors, social clubs, and so on. This informal advocate can assist their family member in meetings with case managers, social service providers, and individuals in the community, as well as in financial, social, employment, residence, or recreational issues that may be faced by their child.

Consequences of Not Filing for Guardianship or Conservatorship

Because the natural guardianship powers of parents ends when a son or daughter turns 18, parents may lose the right to access records and to make decisions unless authorization is obtained from the court. If guardianship or conservatorship is appropriate for an individual with a disability, failure to seek these powers may result in a loss of power to consent to ordinary or necessary medical care; loss of access to medical records; loss of authority to challenge school or residential facility programs; and other rights previously held. He or she may also have trouble having an Individual Service Plan (ISP) developed. For an exact explanation of rights under this section, you should tell parents to contact a lawyer who specializes in the rights of those with disabilities.

Letter of Intent

A letter of intent is a document written by the parents or guardians or other family members that describe their son’s or daughter’s history, his or her current status, and what they hope for their child in the future. Parents would be wise to write this letter today and add to it as the years go by, updating it when information about their son or daughter changes. To the maximum extent possible, it is also a good idea to involve their child in the writing of this letter, so that the letter truly represents him or her. The letter is then ready at any moment to be used by all the individuals who will be involved in caring for their son or daughter should the parents become ill or disabled themselves, or when the parents die. Even though the letter of intent is not a legal document, the courts and others can rely upon the letter for guidance in understanding their son or daughter, and following their wishes. In this way, parents can continue to “speak out” on behalf of their son or daughter, providing insight and knowledge about his or her own best possible care.

What Happens Once the Letter of Intent Is Written?

Once parents have written the letter of intent about their son or daughter, the first, most important thing to do is to let people know that there is a letter of intent available to be consulted. This might mean telling their other children (or relatives, neighbors, friends, workshop director, pastor, or case manager) why they have written the letter, what type of information it contains, and where the letter can be found. Tell parents to put the letter in an easily accessible place, and make it clearly identifiable. Many parents also make copies of the letter and give it to their other children (or other concerned individuals).

Second, parents should update the letter on a regular basis. They should select one day out of each year (such as the last day of school or perhaps your son’s or daughter’s birthday) where they will review what they have written and add any new information of importance. They should talk with their child each time and incorporate his or her ideas. After each addition, sign and date the letter. Should something change in their child’s life, such as his or her caseworker or the medication he or she is taking, update the letter immediately. In conclusion–will the letter of intent overcome all of the obstacles to their son’s or daughter’s transition into someone else’s care? No, of course not. The letter is of immediate usefulness, however, in coping with their son’s or daughter’s changed situation and, in the long term, will certainly help care providers understand and care for their child.

How to Involve an Individual with a Disability in Writing the Letter of Intent

How much a parent involves their son or daughter in writing the letter of intent will depend in large part upon his or her age and the nature and severity of the disability. It is only fitting that young adults and adult children be involved in planning their own lives to the maximum extent possible. Many individuals have disabilities that do not prevent their full or partial participation in the letter-writing process.

Before involving a child, however, parents might want to talk first between themselves about the content of the letter and their ideas regarding their child’s future. When they’ve agreed upon the basic information they feel should go in the letter, discuss each area with their son or daughter. Ask for their child’s input about his or her favorite things to do, what type of education has been enjoyable and what might be pursued in the future, what type of employment he or she enjoys or envisions. Equally crucial to discuss are their child’s future living arrangements: How does their child feel about the options they are considering listing in the letter of intent?

It’s important for a child to realize that the letter is not a binding, legal document; it is written to give guidance, not edicts, to all those involved in care giving in the future. If you or the parents fear that the child will be upset by talking about a future that does not involve parents, then you may wish to make the discussion simply about the future–what will happen when the child leaves high school or a postsecondary training program, what the child wants to be or do in the next ten years, where he or she wants to live. You, and especially parents, may be surprised to find that discussing the future actually relieves a child. He or she may very well be worrying about what will happen when his or her parents are no longer there to provide whatever assistance is needed.

Involving a child in discussing and making decisions about the future may be more difficult if the individual has a disability that severely limits his or her ability to communicate or to judge between a variety of options. You, as a special educator, and the parents, are probably the best judges of how much–and how–you can involve a child with a severe cognitive disability. For these children, the letter is especially critical; it will serve to communicate the vital information about themselves that they cannot.

What to Include in the Letter of Intent

While a letter of intent is not a legal document, it gives the future caregiver a very thorough specific description of the child, his or her need, and the parents’ wishes on their child’s care in case they are no longer able. Keep in mind that the letters may vary in their content and scope; however, there are several general areas that should be addressed. These include:

• Behavior Management: What consistent approach has worked best in the parents’ absence?
• Daily Living Skills: Average daily schedule, activities.
• Day Program or Work: Present, past, and future.
• Education: The parents have a lifelong perspective of your son’s or daughter’s educational history and goals.
• Employment: What has the child enjoyed? Consider his or her goals, aspirations, and limitations.
• Financial Issues: Benefits, services, financial holdings, assets.
• General Information on the Parents: Vital statistics on the parents, that is, names, addresses, phone, social security numbers, blood type.
• Leisure and Recreation: Structured and unstructured activities, vacations, fitness programs.
• Marital Status of the Individual with Disabilities: If the student with disabilities is married, wife’s or husband’s name, address, phone.
• Number of Dependents: List the names, birthdates of dependent children.
• Medical Care: What has and has not worked with the child?
• Medical History and Care: Diagnosis, function, facilities, blood type, insurance, doctors’ and dentists’ names and addresses, mental status, other therapies, allergies, diseases, procedures, operations.
• Other Relationships: Friends, relatives with whom the individual has close relationships.
• Religion: Is there a special church, synagogue, or person your son or daughter relates to in the religious community? Faith, name of clergy, and participation.
• Residence: If something should happen to the parents tomorrow, where will their son or daughter live? What would be the best living arrangement? Does their child need adaptive devices?
• Siblings Information: Names, phone numbers, addresses, nature of relationship.
• Social: What activities make life meaningful for the child?

Additional Considerations for the Letter of Intent

Advocate/Guardian

Who will look after, fight for, and be a friend to the child? (Parents should list three to four people.)

Trustee(s)

Whom do the parents trust to manage theirr son’s or daughter’s supplementary funds? (List three to four people.)
For each applicable area mentioned in the letter of intent, consider the child’s future. Parents should list three to four options to guide future caregivers in decision making and interaction with their child. They should draw upon what they know about their son or daughter, through observation and through discussion with their child, and share what they’ve learned!

Writing a Will

All parents, but particularly parents of individuals with disabilities, should have a will. The object of the will is to ensure that all of the assets of the deceased parent are distributed according to his or her wishes. If at death parents have no will, their property will be dispersed according to the law of the state in which they live at the time of their death. This law is called the state’s law of intestacy. Although laws of intestacy vary from state to state, in general they provide that some percent of assets of the decedent passes to the surviving spouse and the rest is distributed to the children in equal shares. Writing a will is highly recommended, since the laws of intestacy are rarely the most desirable way to pass property to one’s heirs.

Although it is theoretically possible for any individual to write a will on his or her own, it is unwise to do so. Because of the technical nature of wills, it is highly advisable to have a lawyer prepare one. Parents of individuals with disabilities particularly need legal advice, because they often have special planning concerns. If parents do not have a lawyer, they can call the local bar association, which will provide them with the name of an attorney in their vicinity, but it is preferable to contact a local disabilities group, which may be able to put you in contact with an attorney familiar with estate planning for parents of persons with disabilities. Not all lawyers are familiar with the special needs associated with caring and providing for individuals with disabilities, and it is best to find one who has prepared estates for other parents who have sons or daughters with disabilities.

The cost of an attorney varies according to the attorney’s standard fee and the complexities of the estate. The attorney can quote the parents a fee based upon an estimation of the work. If the fee quoted is beyond their immediate means, it may be possible to negotiate a lower fee or devise a payment plan with the attorney.
Remember, a will goes into effect only upon the death of the person who created it. Until death, the creator of the will can freely revoke, alter or replace it.

Establishing a Will: Four Possible Approaches

The following is a very brief summary of four options in establishing a will. A more thorough explanation of these options should be discussed with a lawyer who specializes in disability law. Having decided what the parents’ son or daughter needs, and what they own, the parents can now consider how best to assist him or her. There are four possible ways to do so:

First, parents can disinherit their son or daughter with the disability. No state requires parents to leave money to their children, with or without a disability. If the parents’ assets are relatively modest and their son’s or daughter’s needs relatively great, the best advice may be to disinherit their child by name and have him or her rely upon federal and state supports after their death. This may be the most prudent decision, particularly if they wish to help their other children.

Second, parents can leave their son or daughter with a disability an outright gift. If their child with a disability is not receiving (and is not expected in the future to need) government benefits, this may prove to be a desirable course of action. Their son or daughter, if mentally competent, can hire whatever assistance he or she needs to help with managing the gift. If their child has a mental illness or cognitive disability, an outright gift is rarely a good idea, because he or she may not be able to handle the financial responsibilities.

Third, parents can leave a morally obligated gift to another of their children. Morally obligated gifts are not a complete solution, since they may not be legally protected. They can be useful, however, for parents who have a modest amount of money and do not expect a lifetime of care for a son or daughter with a disability. If they merely want their other sons or daughters to use some of the inherited money to assist their sibling with special needs, this may be the best approach for them.

Fourth, parents can establish a trust for their son or daughter with a disability. The point of a trust is to keep assets in a form that will be available to their son or daughter but that will not disqualify him or her for government benefits, if he or she might otherwise be eligible for them.

Worksheet for Costing Out Expenses of the Person With the Disability

Before contacting a lawyer, parents should do some preliminary estimates on the expenses and monetary needs that their child may require. As a special educator, you can discuss these estimates with the parents and then have them consult with an attorney or financial planner to establish what needs to be done.

Income

Government Benefits ________
Employment ________
Other ________
Total Monthly Income ________

Expenses

Housing:
Rental ________
Utilities ________
Maintenance ________
Cleaning items ________
Laundry costs ________
Other ________

Care Assistance:

Live-in ________
Respite ________
Custodial ________
Other ________

Personal Needs:

Haircuts, beauty shop ________
Telephone (basic, TT) ________
Books, magazines, etc. ________
Allowance ________
Clothing ________
Other ________

Employment:

Transportation ________
Workshop fees ________
Attendant ________
Training ________
Other ________

Education:

Transportation ________
Fees ________
Books, materials ________
Other ________

Special Equipment:

Environment control ________
Elevator ________
Repair of equipment ________
Computer ________
Audio books ________
Ramp ________
Guide dog ________
Technical instruction ________
Hearing aids/batteries ________
Wheelchair ________
Other ________

Medical/Dental Care:

Medical/dental visits ________
Therapy ________
Nursing services ________
Meals of attendants ________
Drugs, medicine, etc. ________
Transportation ________
Other ________

Food:

Meals, snacks–home ________
Outside of home ________
Special foods ________
Other ________

Social/Recreational:

Sports ________
Special Olympics ________
Spectator sports ________
Vacation ________
TV/VCR or rental ________
Camps ________
Transportation ________
Other ________

Automobile/Van:

Payments ________
Gas/oil/maintenance ________
Other ________
Insurance:
Medical/Dental ________
Burial ________
Automobile/van ________
Housing/rental ________
Other ________

Miscellaneous:

Total Expenses ________
(Subtract)
Monthly Income
+ Government ________
Benefits
(Equals)
Supplementary
Needs ________

Conclusion

This section was intended to provide updated and accurate information. It is not intended however, to render any legal, tax, accounting, or other professional advice or services. Use this section as a general guide only. Keep in mind that the laws do change with some frequency. As a parent of a child with a disability, you should always discuss estate planning with a qualified attorney; don’t rely solely on the information that you find here or in any other book.

References and Suggested Readings

Abery, B. (1994). A conceptual framework for eenhancing self-determination. In M. Hayden and B. Abery, (eds). Challenges for a service system in transition: Ensuring quality community experiences for persons with developmental disabilities. Baltimore, MD: Paul H. Brookes.

Abery, B. Eggebeen, A., Rudrud, E., Arndt, K. and Tetu, L.(1994). A guide to enhancing the self
determination of transition-age youth with disabilities. Minneapolis, MN: Institute of Community Integration, University of Minnesota.

Adamec, C. (1996). How to live with a mentally ill person: A handbook of day-to-day strategies. New York, NY: John Wiley & Sons.

Agosta, J.M., and Bradley, V.J. (1985). Family care for persons with developmental disabilities: A growing commitment. Boston, MA: Human Services Research Institute.

Ahern-Preslieu, D. and Lisa Glidden, L. (1994). A curriculum guide for the development of self
determination and advocacy skills. Middletown, CT: A. J. Pappanikou Center.

Albright, L., & Cobb, R.B. (1988a). Curriculum based vocational assessment: A concept whose time has come. The Journal for Vocational Special Needs Education, 10(2), 13-16.

Albright, L., & Cobb, R.B. (1988b). Assessment of students with handicaps in vocational education: A
curriculum-based approach. Alexandria, VA: American Vocational Association.

Allen, J. (1994). Successful job search strategies for the disabled: Understanding the ADA. NewYork, NY: John Wiley.

Allen, T. E., Rawlings, B. W., and Schildroth, A. (1989). Deaf students and the school-to-work transition.
Baltimore, MD: Paul H. Brookes.

Alston, R.J., & McCowan, C.J. (1994, Jan/Feb/March). Aptitude assessment in African American clients: The interplay between culture and psychometrics in rehabilitation. Journal of Rehabilitation, 60(1), 41-46.

Alston, R.J., & Mngadi, P.S. (1992, July/August/September). A study of the APTICOM’s effectiveness in
assessing level of physical functioning. Journal of Rehabilitation, 58(3), 35-39.

American Vocational Association. (1992). The AVA guide to the Carl D. Perkins Vocational and Applied
Technology Education Act of 1990. Washington, DC: Author.

Anderson, W.,Chitwood, S.,and Hayden, D. (1990). Negotiating the special education maze: A guide for
parents and professionals (2d ed.). Rockville, MD: Woodbine House.

Arc. (1998). Introduction to mental retardation (Rev. ed.). Silver Spring, MD: Author.

ARCH National Resource Center. (1995). ARCH national directory of crisis nurseries and respite care
programs. Chapel Hill, NC: ARCH National Resource Center.

Arsenault, C.C. (1990). Let’s get together: A handbook in support of building relationships between
individuals with developmental disabilities and their community. Boulder, CO: Development Disabilities Center.

Asen, S. (1994). Teaching and learning with technology. Alexandria, VA: Association for Supervision and Curriculum Development.

Asher, D. (1995). The fool-proof job search workbook. Berkeley, CA: T en Speed Press.

Assistive Technology Partners (2003). Overview of Medicaid waivers. Retrieved on January 13, 2003,
http://www.uchsc.edu/atp/library/fastfacts/medicaid1.htm facts/medicaid.php.

Aune, E. and Ness, J. (1991). Tools for transition: Preparing students with learning disabilities for
postsecondary education. Circle Pines, MN: AGS.

Ballard, J., Ramirez, B. A., and Weintraub, B. (1987). Special education in America: Its legal and
governmental foundations. Reston, VA: Council for Exceptional Children.

Ballard, J., Ramirez, B. A., and Zatal-Weiner, K. (1987). Public Law 94-142, Section 504, and Public Law
99-457: Understanding what they are and are not. Reston, VA: Council for Exceptional Children.

Baxter, R., and Brashear, M. (1990). Do-it-yourself career kit: A career planning tool. Moraga, CA:
Bridgewater Press.

Bazelton Center for Mental Health Law. (1997). SSI – Help for children with disabilities. Washington, DC:

Beatty, R. H. (1989). The perfect cover letter. New York, NY: John Wiley.

Behrmann, M. (1988). Integrating computers into the curriculum. Boston, MA: College-Hill Press.

Behrmann, M. (January, 1995). Assistive technology for students with mild disabilities. ERIC Digest, E529.

Berhmann, M., Jones, J, & Wilds, M. (1989). Technology interventions for very young children with
disabilities. Infants and Young Children, 1(4), 66-77.

Berkell, D.E. (1989). Strategies for the vocational assessment of students with severe disabilities. In G.F. Elrod (Ed.), Career education for special needs individuals: Learning, earning, contributing.
Columbia, SC: Division on Career Development, Council for Exceptional Children.

Berkowitz, S. (1994). The cleft palate story: A primer for parents of children with cleft lip and palate.
Chicago, IL: Quintessence.

Bishop, K.D.and Falvey, M.A. (1989). Employment skills. In M.A. Falvey (Ed.), Community-based
curriculum: Instructional strategies for students with severe handicaps (2nd ed.). Baltimore, MD: Paul H. Brookes.

Black, J., and Ford, A. (1989). Planning and Implementing Activity-Based Lessons. In A. Ford, R. Schnorr, L. Meyer, L. Davern, J. Black, and P. Dempsey (eds.), The Syracuse Community-Referenced
Curriculum Guide for Students With Moderate and Severe Disabilities (pp. 295-311). Baltimore,
MD: Paul H. Brookes.

Bloch, D. P. (1989). How to write a winning resume. Lincoln, IL: VGM Career Horizons.

Bloch, D. P. (1992). How to have a winning job interview. Lincolnwood, IL: VGM Career Horizons.

Bloomfield, W. M. (1989). Career action plan. Bloomington, IL: Meridian Education.

Bolles, R. (1996). What color is your parachute? Berkeley, CA: Ten Speed Press.

Borfitz-Mescon, J. (1988). Parent written care plans: Instructions for the respite setting. The Exceptional Parent, 18(3) 20-25.

Braddock, D. (1987). Federal policy toward mental retardation and developmental disabilities. Baltimore, MD: Paul H. Brookes Publishing Company.

Braddock, D. (1987, September). National study of public spending for mental retardation and
developmental disabilities, American Journal of Mental Deficiency, 92 (2), 121-133.

Bradley, K. (1988). Issues in respite care: A spectrum of articles focusing on families. Kaleidoscope, 1(2), 6.

Brady, K. A. (1995). Current efforts to promote the DI and SSI Work Incentives: A working paper.
Washington, DC: National Academy of Social Insurance.

Brett. P. (1993). Resume writing for results. Belmont, CA: Wadsworth

Brill, J. (1994). Keys to parenting a child with autism. Hauppauge, NY: Barron’s Educational Series.

Brinkerhoff, L., Shaw, S., and McQuire, J. (1992). Promoting postsecondary education for students with
learning disabilities. Austin, TX: PRO-Ed Publishers,

Brolin, D.E. (1986). Vocational assessment in public schools. In R. Fry (Ed.), Second national forum on
issues in vocational assessment. Menomonie, WI: Materials Development Center, University of Wisconsin-Stout.

Budoff, M., Thormann, J., & Gras, A. (1985). Origins of the species computer. In Microcomputers in
Special Education (pp. 13-25). Cambridge, MA: Brookline Books.

Bullis, M., and Gaylord-Ross, R. (1991). Moving on: Transitions for youth with behavioral disorders.
Reston, VA: Council for Exceptional Children.

Burke, E. (1995). Improving the implementation of the Individuals With Disabilities Education Act:
Making schools work for all of America’s children. Washington, DC: National Council on Disabilities.

Burkhart, L. (1980). Homemade battery powered toys and educational devices for severely handicapped children. College Park, MD: Author.

Calderone, M.S., & Johnson, E.W. (1990). The family book about sexuality. New York: Harper Collins.

Calkins, C. F, and Walker, H. M. (1990). Social competence for workers with developmental disabilities.
Baltimore, MD: Paul H. Brookes.

Carl D. Perkins Vocational Education Act, 20 U.S.C. Sections 2331-2342.

Carney, I., Getzel, E.E., and Uhl, M. (1992). Developing respite care services in your community: A
planning guide. Richmond, VA: The Respite Resource Project, Virginia Institute for Developmental Disabilities.

Champagne, M., and Walker-Hirsch, L. (1988). Circles I: Intimacy and relationships. Santa Barbara, CA:
James Stanfield.

Charlebois-Marois, C. (1985). Everybody’s technology — A sharing of ideas in augmentative
communications. Montreal: Charlescoms.

Clark, G.M., & Kolstoe, O.P. (1990). Career development and transitional education for adolescents with disabilities. Boston: Allyn and Bacon.

Cleft Palate Foundation. (1997). For parents of newborn babies with cleft lip/cleft palate. Chapel Hill, NC: Author.

Cobb, R.B., & Danahey, A. (1986). Transitional vocational assessment. The Journal for Vocational Special Needs Education, 8 (2), 3-7, 12.

Code of Federal Regulations (C.F.R.): Title 34; Education; Parts 1 to 499, July 1986. Washington, DC: U.S. Government Printing Office.

Code of Federal Regulations, Title 34, Education, Parts 300-301. (July , 1993).

Cohen, S., & Warren, R.D. (1985). Respite care: Principles, programs & policies. Austin, TX: Pro-Ed, Inc.

Collett-Klingenberg, L., and Chadsey-Rusch, J. (1990). Using a cognitive process approach to teach social skills. In F. R. Rusch (ed.), Research in secondary special education and transition employment. Champaign, IL: Transition Research Institute.

Commission of Certification of Work Adjustment and Vocational Evaluation Specialists. (1987). Standards and procedures manual for certification in vocational evaluation. Arlington Heights, IL: Author.

Copenhaver, J. (1995). Section 504: An educator’s primer: What professionals and administrators need to know about implementing accommodations for eligible individuals with disabilities. Logan, UT:
Mountain Plains Regional Resource Center.

Council for Exceptional Children. (1991). Federal policy on vocational education for exceptional students:
Q & A guide to the Carl D. Perkins Act of 1990. Reston, VA: Author.

Creating Option: A Resource on Financial Aid for Students with Disabilities Heath Publications (2005)
Retrieved August, 15 2005 http://www.heath.gwu.edu/PDFs/FinancialAid05.pdf

Cunanan, E.S., & Maddy-Bernstein, C. (1995, January). Career guidance and counseling: Recent legislation. Office of Special Populations’ Brief, 6(3), 1-6.

Cutler, B. C. (1993). You, your child, and “special” education: A guide to making the system work.
Baltimore, MD: Paul H. Brookes.

Davie, A. R., Hartman, R. C., and Rendino, N. (1990). On campus with a disability: Expanding diversity at
AASCU Institutions. Washington, DC: American Association of State Colleges and Universities.

DeBoskey, D.S. (Ed.). (1996). Coming home: A discharge manual for families of persons with a brain
injury. Houston, TX: HDI.

deFur, S.H. and Patton, J. (1999) Transition and school based services: Interdisciplinary perspectives for enhancing the transition process. Austin, TX: PRO-ED.

Department of Rehabilitative Services (2003). Community Based Services. January 5, 2003.
http://www.vadrs.org/cbs/CILS.htm

DePompei, R., and Cluett, B. (1998). All about me! Wolfeboro, NH: L&A Publishing/Training.

DePompei, R., Blosser, J., Savage, R., and Lash, M. (1998). Special education: IEP checklist for a student with a brain injury. Wolfeboro, NH: L&A.

DeStefano, J. Chadsey- Rusch, L. A. Phelps, and E. Szymanshi (eds.). Transition from school to adult life: Models, linkages, and policy (pp. 387-389). Sycamore, IL: Sycamore Publishing.

DeStefano, L., and Snauwaert, D. (1989). A value-critical approach to transition policy analysis.
Champaign, IL: University of Illinois at Urbana-Champaign.

DeStefano, L., and Wermuth, T. R. (1992). Defining a second generation of transition services. In F. R.
Rusch, L. DeStefano, J. Chadsey-Rusch, L. A. Phelps, and E. Szymanshi (eds.), Transition from school to adult life: Models, linkages, and policy (pp. 537-549). Sycamore, IL: Sycamore Publishing.

Developmental Disabilities Assistance and Bill of Rights Act, 42 U.S.C. Section 6012.

Dick, M.A. (1987). Translating vocational assessment information into transition objectives and instruction. Career Development for Exceptional Individuals, 10, 76-84.

Directory of College Facilities and Services for the Disabled (3d ed.). (1991). Phoenix, AR: Oryx Press.

Directory of facilities and services for the learning disabled (17th ed.). (1998). Novato, CA: Academic
Therapy.

Downing, J.E. (1996). Including students with severe and multiple disabilities in typical classrooms:
Practical strategies for professionals. Baltimore, MD: Paul H. Brookes.

Duncan, D., & Canty-Lemke, J. (1986, May). Learning appropriate social and sexual behavior: The role of society. Exceptional Parent, 24-26.

Duran, E. (1992). Vocational training and employment of the moderately and severely handicapped and autistic adolescent with particular emphasis to bilingual special education. Springfield, IL: Charles C. Thomas Publishers.

Education for All Handicapped Children Act, Public Law 94-142, 20 U.S.C. Sections 1400-1485.

Edwards, J. P., and Elkins, T. E. (1988). Just between us: A social sexual training guide for parents and
professionals who have concerns for persons with retardation. Portland, OR: Ednick.

Eisenson, J. (1997). Is my child’s speech normal? (2nd ed.). Austin TX: Pro-Ed.

Elksnin, L., and Elksnin, N. (1990). Using collaborative consultation with parents to promote effective
vocational programming. Career Development for Exceptional Individuals, 13(2), 135-142.

Elrod, F.R. (1987). Transition-related assessment: The foundation of preparation for postsecondary
success. Diagnostique, 12(3-4), 127-130.

Eshilian, L., Haney, M., and Falvey, M.A. (1989). Domestic skills. In M.A. Falvey (Ed.), Community-based
curriculum: Instructional strategies for students with severe handicaps (2nd ed.). Baltimore, MD: Paul H. Brookes.

Everson, J.M., & Moon, M.S. (1987). Transition services for young adults with severe disabilities: Defining professional and parental roles and responsibilities. Journal of the Association for Persons with Severe Handicaps, 12 (2), 87-95.

Falvey, M. A (ed.). (1989). Community-based curriculum: Instructional strategies for students with severe handicaps (2d ed.). Baltimore, MD: Paul H. Brookes.

Falvey, M.A. (1989a). Assessment strategies. In M.A. Falvey (Ed.), Community-based curriculum:
Instructional strategies for students with severe handicaps (2nd ed.). Baltimore, MD: Paul H. Brookes.

Falvey, M.A. (1989b). Community skills. In M.A. Falvey (Ed.), Community-based curriculum:
Instructional strategies for students with severe handicaps (2nd ed.). Baltimore, MD: Paul H. Brookes.

Falvey, M.A., and Coots, J. (1989). Recreation skills. In M.A. Falvey (Ed.), Community-based curriculum:
Instructional strategies for students with severe handicaps (2nd ed.). Baltimore, MD: Paul H. Brookes.

Falvey, M.A., and Haney, M. (1989). Partnerships with parents and significant others. In M.A. Falvey (Ed.), Community-based curriculum: Instructional strategies for students with severe handicaps (2nd ed.). Baltimore, MD: Paul H. Brookes.

Fardig, D.B. (1986). Informal functional assessment for the severely mentally handicapped. The Pointer, 30, (20), 47-49.

Fardig, D.B., Algozzine, R.F., Schwartz, S.E., Hensel, J.W., and Westling, D.L. (1985). Postsecondary
vocational adjustment for rural, mildly handicapped students. Exceptional Children, 52, 115-121.

Farley, R.C., Bolton, B., & Parkerson, S. (1992, March). Effects of client involvement in assessment on
vocational development. Rehabilitation Counseling Bulletin, 35(3), 146-153.

Farrar, D. (1991). Federal policy on vocational education for exceptional students: Q and A guide to the
Carl D. Perkins Act of 1990. Reston, VA: Council for Exceptional Children.

Fidelity Investments (2002). Health insurance. Retrieved January 13, 2003. www. Health.insurance.com

Financial aid for students with disabilities. (1989). Washington, DC: HEATH Resource Center.

Finger, A. (1990). Past due: A story of disability, pregnancy, and birth. Seattle, WA: Seal Press.

Ford, A., Davern, L., Meyer, L., Schnorr, R., Black, J., and Dempsey, P. (1989). The Syracuse community-
referenced curriculum guide for students with moderate and severe disabilities (pp. 63-75). Baltimore, MD: Paul H. Brookes.

Franklin, K. S. (1991). Supported employment and assistive technology; A powerful partnership.
Richmond, VA : Virginia Commonwealth University Rehabilitation Research and Training Center

Fullwood, D. (1990). Chances and choices: Making integration work. Baltimore, MD: Paul H. Brookes.

Garee, B. (1996). A place to live. Bloomington, IL: Accent Books.

Garee, B. (1996). An accessible home of your own. Bloomington, IL: Accent Books

GATRA: The Greater Attleboro Taunton Regional Transit Authority (2003). Training and Orientation. Retrieved January 4, 2003, http://www.gatra.org/main.htm

Gaylord-Ross, R. (1986). The role of assessment in transitional supported employment. Career Development for Exceptional Individuals, 9 (2), 122-134.

Gerry, M. (1987). Procedural safeguards insuring that handicapped children receive a free appropriate
public education. News Digest, 7, 1-8.

Glang, A., Singer, G.H.S., and Todis, B. (1997). Students with acquired brain injury: The school’s
response. Baltimore, MD: Paul H. Brookes.

Goldberg, M. and Dahl, L. (1992). Choices: A parent’s view-Choices: A consumer’s view. Minneapolis,
MN: PACER Center.

Goldstein, A. P. (1988). The prepare curriculum: Teaching prosocial competencies. Champaign, IL:
Research Press.

Goossens, C., & Crain, S. (1987). Augmentative communication — Assessment resource. Wauconda, IL: Don Johnston Developmental Equipment.

Griffiths, D. M., Quinsey, V. L., and Hingsburger, D. (1989). Changing inappropriate sexual behavior.
Baltimore, MD: Paul H. Brookes.

Hakim-Elahi, E. (1982). Contraceptive of choice for disabled persons. New York State Journal of Medicine, 82(11), 1601-1608.

Halpern, A.S. (1994). Quality of life as a conceptual framework for evaluating transition outcomes. Exceptional Children, 59, 486-498.

Halpern, A.S. (1985). Transition: A look at the foundations. Exceptional Children, 51, 479-486.

Halpern, A.S., & Fuhrer, M.J. (1984). Functional assessment in rehabilitation. Baltimore: Paul H. Brookes Publishing Company.

Hamaguchi, P. M. (1995). Childhood speech, language, & listening problems: What every parent should
know. New York, NY: John Wiley & Sons, Inc.

Hann, G. and Levinson, E. (1998). Vocational and transition planning: A handout for parents and professionals. Bethesda MD: National Association of School Psychologists.

Harnisch, D. L., and Fisher, A. T. (1989). Transition literature review: Educational, employment, and
independent living outcomes. Champaign, IL: Secondary Transition Intervention Effectiveness Institute.

Harris, L.,and Associates, Inc. (1989). The ICD survey of disabled Americans: Bringing disabled Americans into the mainstream. New York, NY: Author.

Harris, S. (1994). Siblings of children with autism: A guide for families. Bethesda, MD: Woodbine House.

Harris, S.L., and Weiss, M.J. (1998). Right from the start: Behavioral intervention for young children with autism: A guide for parents and professionals. Bethesda, MD: Woodbine House.

Hart, C.A. (1993). A parent’s guide to autism: Answers to the most common questions. New York, NY:
Pocket Books, Simon & Schuster Co.

Hartman, R. C. (1991). Transition in the United States: What’s happening. HEATH, 10(3), 1, 4-6.

Hasazi, S.B., Gordon, L.R., and Roe, C.A. (1985). Factors associated with the employment status of
handicapped youth exiting high school from 1975 to 1983. Exceptional Children, 51, 455-469.

Hatfield, A.B. (1991). Coping with mental illness in the family: A family guide (Rev. ed.) Arlington, VA:
National Alliance for the Mentally Ill.

Hawkridge, D., Vincent, T., & Hales, G. (1985). What is new information technology? In New Education
Technology in the Education of Disabled Children and Adults (pp. 41-52). San Diego, CA, College-Hill Press.

Heal, L. W., Haney, J. I., and Amado, A.(1988). Integration of individuals with developmental disabilities
into the community (2d ed.). Baltimore, MD: Paul H. Brookes.

Hill, B.K. and Lakin, K.C. (1986). Classification of residential facilities for mentally retarded people.
Mental Retardation, 24, 107-115.

Hill, Glowacki, Jaeger and Hughes (2001). Estate planning for disabled persons. Retrieved January 10, 2003, http://www.hill-law-firm.com/estate_disabled.htm

Hill, J. W., and Ledman, S. M. (1990). Integrated after-school day care: A solution for respite care needs in your community. Richmond, VA: Virginia Institute for Developmental Disabilities, Virginia Commonwealth University, Respite Resource Project.

Hingsburger, D. (1990). I contact: Sexuality and people with developmental disabilities. Mountville, PA:
Vida.

Hutinger, P. (1986). ACCT curriculum. Macomb, IL: Western Illinois University.

Ianacone, R.N. (1987). The impact potential of curriculum-based vocational assessment in our schools. In R.R. Fry (Ed.), The issues papers: Third national forum on issues in vocational assessment. (pp. 145-151). Menomonie, WI: Materials Development Center, University of Wisconsin-Stout.

IDEA Amendments of 1997, Sec. 602(3)(A))

IDEA PL101-476, 34 CFR 300.18.

Ince, S. (1987). Genetic counseling. White Plaines, NY: March of Dimes. (A)

Individuals with Disabilities Education Act of 1997, P.L. 105-17.

Individuals with Disabilities Education Act, Public Law 101-476, 20 U.S.C. Chapter 33, 1990.

Insurance Glossary, Retrieved January 5, 2003.
http://www.free-online-insurance-quotes.com/Intermediate-Care-Facility.htm

Interstate Research Associates. (December, 1989). Improving social skills: A guide for teenagers, young adults, and parents. McLean, VA: Author.

Interstate Research Associates. (October, 1989). Teaching social skills to elementary school-age children: A
parent’s guide. McLean, VA: Author.

Izzo, M. V. and Shumate, K. (1991). Network for effective transitions to work: A transition coordinator’s
handbook. Columbus, OH: Center for Education and Training for Employment.

Jacobsen, W. (1993). The art and science of teaching orientation and mobility to persons with visual
impairments. New York, NY: American Foundation for the Blind.

Jandt, F. (1996). Using the internet and the world wide web in your job search. Indianapolis, IN: JIST
Works.

Janicki, M. P., Krauss, M. W., and Seltzer, M. M. (1988). Community residences for persons with
developmental disabilities: Here to stay. Baltimore, MD: Paul H. Brookes.

Jerald, C.D. ( September, 28, 1998). By the Numbers. Education Week on the Web
Job Training Partnership Act, 29 U.S.C. 1503, Section 4(10).

Johnson, A.A. (1994). Shoot for the moon. Saunderstown, RI: The Saunderstown Press.

Johnson, B. H., McGonigel, M. J., and Kauffmann, R. K. (1991). Guidelines and recommended practices
for the individualized family service plan (2d ed.). Bethesda, MD: Association for the Care of Children’s Health.

Johnson, L.J., Pugach, M.C., and Devlin S. (1990). Professional collaboration: TEACHING Exceptional
Children, 22, 9-11.

Jordan, D. (1995). Honorable intentions: A parent’s guide to educational planning for children with
emotional or behavioral disorders. Minneapolis, MN: PACER Center.

Jordan, D. (1996). A guidebook for parents of children with emotional or behavior disorders. Minneapolis,
MN: PACER Center.

Judge, S.L., & Parette, H.P. (1998). Assistive technology for young children with disabilities: A guide to family-centered services. Cambridge, MA, Brookline Books.

Karp, N., and Ellis, G. J. (1992). Time out for families: Epilepsy and respite care. Landover, MD: Epilepsy
Foundation of America.

Kempton, W. (1988). Sex education for persons with disabilities that hinder learning: A professional’s guide. Santa Barbara, CA: James Stanfield.

Kerachsky, S., & Thornton, C. (1987). Findings from the STETS transitional employment demonstration.
Exceptional Children, 53 (6), 515-521.

Kiernan, W.E., & Brinkman, L. (1985). Barriers to employment for adults with developmental disabilities. In W.E. Kiernan & J.A. Stark (Eds.), Employment options for adults with developmental disabilities (pp. 160-174). Logan: Utah State University Affiliated Facility.

Kimeldorf, M. (1989). Pathways to work. Bloomington, IL: Meridian Education Corporation.

Kimeldorf, M. (1990). Write into a job. Bloomington, IL: Meridian Education Corporation.

Klein, M.D., Chen, D., & Haney, M. (in press). PLAI: Promoting learning through active interaction): A
guide to early communication with young children who have multiple disabilities. Baltimore, Paul H. Brookes.

Kniest, B. A., and Garland, C. W. (1991). Partners: A manual for family-centered respite care. Lightfoot,
VA: Child Development Resources; Richmond, VA: Virginia Institute for Developmental Disabilities, Virginia Commonwealth University, Respite Resource Project.

Knitzer, J., and Olson, L. (1982). Unclaimed children: The failure of public responsibility to children and adolescents in need of mental health services. Washington, DC: Children’s Defense Fund.

Kokaska, C.J., and Brolin, D. (1985). Career education for handicapped individuals (2nd ed.). Columbus, OH: Charles E. Merrill Publishing Company.

Komissar, C., Hart, D., Friedlander, R., Tufts, S., & Paiewonsky, M. (1997). Don’t forget the fun: Developing inclusive recreation. Boston: Institute for Community Inclusion.

Koplewicz, H.S. (1996). It’s nobody’s fault: New hope and help for difficult children. New York: Random House/Times Books.

Krebs, D. (1990, December). How to get a job and keep your benefits. TASH Newsletter, p. 9.
Mental Health Law Project. (1991). SSI: New opportunities for children with disabilities. Washington, DC: Author.

Kroll, K., & Klein, E. (1992). Enabling romance: A guide to love, sex, and relationships for disabled people (and the people who care for them). New York: Crown.

Lab School of Washington. (1993). Issues of parenting children with learning disabilities (audiotape series of 12 lectures). Washington, DC: Author.

Lahm, E., and Morrissette, S. (1994, April). Zap ’em with assistive technology. Paper presented at the annual meeting of The Council for Exceptional Children. Denver, CO: The Council for Exceptional Children.

Lakin, K. C., and Bruininks, R. H. (1985.) Strategies for achieving community integration of
developmentally disabled citizens. Baltimore, MD: Paul H. Brookes.

Lash, M. (1998). Resource guide: Children and adolescents with brain injuries. Wolfeboro, NH: L&A
Publishing/Training.

Lash, M., Wolcott, G., and Pearson, S. (1995). Signs and strategies for educating students with brain
injuries: A practical guide for professionals and schools. Houston, TX: HDI

Lazzari, A., & Wilds, M. (1989). Technology in early childhood special education: Access for rural
programs. Rural Special Education Quarterly, 9(4), 21-24.

LD Resources: Choosing a College for Students with Learning Disabilities. Retrieved January 5, 2003, http://www.ldresources.org/?p=515

Leach, L. N., and Harmon, A. (1990). Annotated bibliography on transition from school to work (vol. 5).
Champaign, IL: Transition Research Institute.

Leconte, P. (1986). Vocational assessment of special needs learners: A vocational education perspective. Paper presented at the meeting of the American Vocational Association in Atlanta, GA.

Leconte, P., & Neubert, D.A. (1987). Vocational education for special needs students: Linking vocational assessment and support. Diagnostique, 12, 156-167.

Leconte, P.J. and Neubert, D.A. (1997). Vocational assessment: The kick-off point for successful transition. Alliance: The Newsletter of the National Transition Alliance, 2 (2), 1, 3-4, 8.

Legal Information Institute (2003). Medicaid law: An overview. Retrieved on January 11, 2003, www.law.cornell.edu/topics/medicaid.html

Lehr, S., and Taylor, S. J. (1987). Teaching social skills to youngsters with disabilities: A manual for
parents. Boston, MA: Federation for Children With Special Needs and the Center for Human Policy.

Levinson, E. (1998) Transition: Facilitating the postschool adjustment of students with disabilities. Boulder, CO: Westview Press

Levinson, E.M. (1993). Transdisciplinary vocational assessment: Issues in school-based programs.
Brandon, VT: Clinical Psychology Publishing Company.

Lewis, R.B. (1993). Special education technology. Belmont, CA, Brooks/Cole Publishing.

Lieberman, L. (1998). Recreation and Leisure. The National Information Clearinghouse On Children Who Are Deaf-Blind. Retrieved January 5, 2003.

Lillie, D. L. and Place, P. A. (1982). Partners: A guide to working with schools for parents of children with special instructional needs. Glenview, IL: Scott Foresman and Company.

Lipkin, M. (1990). The schoolsearch guide to colleges with program services for students with learning disabilities. Belmont, MA: Schoolsearch Press.

Livneh, H., & Male, R. (1993, October/November/December). Functional limitations: A review of their
characteristics and vocational impact. Journal of Rehabilitation, 59(4), 44-50.

Lombard, R.C. (1994, December). Vocational assessment practices: What works. Office of Special
Populations’ Brief, 6(2), 1-6.

Lombard, R.C., Larson, K.A., & Westphal, S.E. (1993). Validation of vocational assessment services for
special populations in tech-prep: A model for translating the Perkins assurances into practice. The Journal for Vocational and Special Needs Education, 16(1), 14-22.

Luterman, D.M. (1991). When your child is deaf: A guide for parents. Parkton, MD: York Press.

Lutfiyya, Z. M. (April, 1991). Personal relationships and social networks: Facilitating the participation of
individuals with disabilities in community life. Syracuse, NY: The Center on Human Policy.

Mackenzie, L. (1997). The complete learning disabilities directory. Lakeville, CT: GreyHouse.

Mangrum II, C. T., and Strichart, S. S. (1992). Peterson’s guide to colleges with programs for learning disabled students. Princeton, NJ: Peterson’s Guides.

Mannix, D. (1993). Social skills activities for special children. West Nyack, NY: The Center for Applied
Research in Education.

March of Dimes Birth Defects Foundation. (n.d.). Our genetic heritage. White Plaines, NY: Author.

Marks, E., & Lewis, A. (1983). Job hunting for the disabled. Woodbury, NY: Barron’s Educational Series, Inc.

Martin, J.E. and Marshall, L.H. (1995). Choicemaker: A comprehensive self-determination transition program. Intervention in School and Clinic, 30, 147-156.

Matson, J. L., and Ollendick, T. H. (1988). Enhancing children’s social skills: Assessment and training.
New York, NY: Pergamon.

Maurice, C., Green, G., and Luce, S.C. (Eds.). (1996). Behavioral intervention for young children with
autism: A manual for parents and professionals. Austin, TX: Pro-Ed.

McClannaham, L.E., and Krantz, P.J. (1999). Activity schedules for children with autism: Teaching
independent behavior. Bethesda, MD: Woodbine House.

McNair, J., and Rusch, F. R. (1991). Parent involvement in transition programs. Mental Retardation, 29(2), 93-101.

McWilliams, P.A. (1984). Where did they come from and what do they want? In Personal Computers and the Disabled (pp. 35-40). Garden City, NY: Quantum Press/Doubleday.

Medwid, D.J., and Weston, D.C. (1995). Kid-friendly parenting with deaf and hard of hearing children: A
treasury of fun activities toward better behavior. Washington, DC: Gallaudet University Press.

Michaels, C. (ed.). (1994). Transition strategies for persons with learning disabilities. San Diego, CA:
Singular Publishing Co.

Mills v. Board of Education of the District of Columbia, 348 F. Supp. 866 (D.D.C. 1972).

Mithaug, D.E., and Horiuchi, C.N. (1983). Colorado statewide follow up survey of special education
students. Denver, CO: Colorado Department of Education.

Mithaug, D.E., Horivchi, C.N., & Fanning, P.N. (1985). A report on the Colorado statewide follow-up
survey of special education students. Exceptional Children, 51, 397-404.

Mona, L. (2003) Sexuality & Disability : History & Practice. Retrieved January 4, 2003, http://www.mypleasure.com/education/sexed/sex_and_disability_history_and_practices.asp?AID=Inktomi

Moon, M. S., Inge, K. J., Wehman, P., Brooke, V., and Barcus, J. M. (1990). Helping persons with severe
mental retardation get and keep employment: Supported employment strategies and outcomes. Baltimore, MD: Paul H. Brookes.

Moon, M.S., Goodall, P., Barcus, M., & Brooke, V. (1986). The supported work model of competitive
employment for citizens with severe handicaps: A guide for job trainers. Richmond, VA: Virginia Commonwealth University, Rehabilitation Research and Training Center.

Moon, S. (1994). Making schools and community recreation fun for everyone. Baltimore, MD: Paul H.
Brookes.

Mount, B. and Zwernik, K. (1988). It’s never too early, it’s never too late. St. Paul, MN: Resources for
Families.

Murphy, J. (1987). Transition: The roles of parents, students, and professionals. Transition Summary, (4).

Murphy, L., & Corte, S.D. (1986). Sex education for the special person. Special Parent/ Special Child, 2(2), 1-5.

Murphy, M. (1990). Road map to transition for young adults with severe disabilities. San Jose, CA: Santa Clara County Office of Education.

Murray, T. and Küpper, L. (1990). Adult systems. In L. Küpper (Ed.), Options after high school for youth
with disabilities, NICHCY Transition Summary #7, 7-10.

Musselwhite, C. (1986). Adaptive play for special needs children. San Diego, CA: College-Hill Press.

Myers, J., & Werner-Scott, E. (1989). Getting skilled, getting ahead. Princeton, NJ: Peterson’s Guides.

National Association of State Directors of Special Education. (1990). Life after school for children with
disabilities: Answers to questions parents ask about employment and finanical aid. Washington, DC: Author. (ERIC Document Reproduction Service No. ED 329 072).

National Center for Education in Maternal and Child Health. (1991, January). Understanding DNA testing: A basic guide for families. Washington, DC: Author.

National Center for Youth With Disabilities (Feb. 1990). Introduction to youth with disabilities:
Bibliography for professionals. Minneapolis, MN: University of Minnesota,

National Council on Disability. (1989). The education of students with disabilities: Where do we stand? Washington, DC: Author.

National Guidelines Task Force. (1991). Guidelines for comprehensive sexuality education: Kindergarten 12th grade. New York: Sex Information and Education Council of the U.S.

National Information Center for Children and Youth with Disabilities (1991, September). Options after high school for youth with disabilities, NICHCY Transition Summary #7, 1-28.

National Information Center for Children and Youth with Disabilities (1995). General information about
disabilities which qualify children and youth for special education services under the IDEA Act. News Digest, Washington, DC

National League of Cities (1999) Community Based Services. January 5, 2003.
http://www.vadrs.org/cbs/CILS.htm

National Resource Center on Supported Living and Choice (1999). Promoting inclusion in recreation and leisure activities: An information package. Center on Human Policy. Retrieved on January 4, 2003, http://soeweb.syr.edu/thechp/recreation.html.

National Transition Network. (October,1998). Handbook on Supplemental Security Income Work Incentives and Transition Students: SSI Work Incentives and Transitioning Youth Project. Jointly developed by: The Study Group, Inc.

Neubert, D. (1985). Use of vocational evaluation recommendations in selected public school settings.
Career Development for Exceptional Individuals, 9, 98-105.

Neubert, D., & Foster, J. (1987). A community-based exploration guide for learning disabled students
making the transition from school to work and post-secondary education, 1-12. Unpublished manuscript.

NICHCY-News Digest (1991). Questions and answers about IDEA. Washington, DC: National Information
Center for Children and Youth With Disabilities (NICHCY), Washington DC.

Nisbet, J. (1991). Natural supports in school, at work, and in the community for people with severe
disabilities. Baltimore, MD: Paul H. Brookes.

Norman, A. (1987). Job path. New York: Vera Institute of Justice.

North Central Regional Educational Laboratory (2003): School to Work Opportunities At of 1994,
Retrieved January 12,2003, http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw3swopp.htm

O’Connell, M. (1992). Getting connected: How to find out about groups and organizations in your
neighborhoods. Evanston, IL: Center for Urban Affairs and Policy Research, Northwestern University.

Office of Special Education and Rehabilitative Services (1988). Summary of existing legislation affecting persons with disabilities. Washington, DC: Clearinghouse on Disability Information.

Ogden, P.W. (1996). The silent garden: Raising your deaf child (Rev. ed.). Washington, DC: Gallaudet
University Press.

Orelove, F., and Sobsey, D. (1996). Educating children with multiple disabilities: A transdisciplinary
approach (3rd ed.). Baltimore, MD: Paul H. Brookes.

Osman, B. and Blinder, H. (1992). No one to play with: The social side of learning disabilities. Novato, CA: Academic Therapy Publications.

PACER Center (1993). Begin the between: Planning for the transition from high school to adult life.
Minneapolis, MN: PACER Center.

Painter, D.D. (1994). A study to determine the effectiveness of computer-based process writing with
Parent Education Network (2003). Transportation and Travel Training. Retrieved January 4, 2003, http://www.parentednet.org/tranprttrvl.html

Parker, R.M., Szymanski, E.M., & Hanley-Maxwell, C. (1989). Ecological assessment in supported employment. Journal of Applied Rehabilitation Counseling, 20(3), 26-33.

Pennsylvania Association for Retarded Citizens v. Commonwealth of Pennsylvania, 334 F. Supp. 1257
(E.D. Pa. 1971), Consent Agreement.

Pierangelo, R. and Crane, R. (1997). Complete guide to special education transition services. West Nyak, NY: Center for Applied Research.

Pierce Transit (2003). TRAVEL TRAINING. Retrieved January 4, 2003, http://www.ptbus.pierce.wa.us/purchasing.htm

Pope, A.W., McHale, S.M., & Craighead, W.E. (1988). Self-esteem enhancement with children and
adolescents. New York: Pergamon.

Powell, T. H., Pancsofar, E. L., Steer, D. E.; Butterworth, J., Itzkowitz, J. S., and Rainforth, B. (1991).
Supported employment: Providing integrated employment opportunities for persons with disabilities. White Plains, NY: Longman.

Powers, M.D. (Ed.). (2000). Children with autism: A parent’s guide (2nd ed.). Rockville, MD: Woodbine
House.

Public Law 100-146, The Developmental Disabilities and Bill of Rights Act Amendments of 1987.

Public Law 100-407, Technology-Related Assistance for Individuals with Disabilities Act of 1988.

Public Law 100-407, The Technology-Related Assistance for Individuals with Disabilities Act of 1988.

Public Law 101-127, Children with Disabilities Temporary Care Reauthorization Act of 1989.

Public Law 101-336, Americans with Disabilities Act of 1990.

Public Law 101-476, Individuals with Disabilities Education Act (IDEA)

Public Law 101-476, The Education of the Handicapped Act Amendments of 1990. Washington, DC: U.S.

Public Law 103-239, School to Work Opportunities Act of 1994

Public Law 105-17, Individuals with Disabilities Education Act of 1997 (IDEA’97)

Public Law 105-220, The Workforce Investment Act of 1998

Public Law 93-11, The Rehabilitation Act of 1973

Public Law 93-380, The Family Education Rights and Privacy Act (FERPA)

Public Law 94-142, The Education of All Handicapped Children Act of 1975

Public Law 97-300, Job Training Partnership Act

Public Law 98-524, The Carl Perkins Vocational Education Act of 1984

Public Law 99-372, The Handicapped Children’s Protection Act of 1986

Public Law 99-401, The Temporary Child Care for Handicapped Children and Crisis Nurseries Act of 1986

Racino, J. A., Walker, P., O’Conner, S., and Taylor, S. J. (1993). Housing, support and community: Choices in strategy for adults with disabilities. Baltimore MD: Paul H. Brookes.

Rainforth, B., York, J., and Macdonald, C. (1997). Collaborative teams for students with severe disabilities: Integrating therapy and educational services (2nd ed.). Baltimore, MD: Paul H. Brookes.

Rehabilitation Act of 1973, 29 U.S.C. Section 103(a).

Rehabilitation Act of 1973, 29 U.S.C. Section 701-794.

Repetto, J., White, W., and Snauwaert, D. (1990). Individual transition plans (ITP): A national perspective. Career Education for Exceptional Individuals, 13(2), 109-119.

Report number GAO 90-125 (September 1990). Respite care: An overview of federal, selected state, and private programs. Washington, DC: United States General Accounting Office (US/GAO).

Rest a bit (1988). Rest a bit: A training program for respite care providers for families of children with
emotional problems. Topeka, KS: Rest a Bit of Family Together, Inc.

Rettig, M. (1987). Microcomputers in early childhood special education: Trends and issues. Presented at the National Early Childhood Conference on Children with Special Needs, Denver, CO.

Richards, D. (1986). Sterilization: Can parents decide? Exceptional Parent, 16(2), 40-41.

Rodman, H., Lewis, S.H., & Griffiths, S.B. (1984). The sexual rights of adolescents: Competence,
vulnerability, and parental control. New York: Columbia University Press.

Rothenbacher, C. (1989). Understanding CBVA. Presentation at the curriculum-based vocational assessment conference at The George Washington University. Washington, D.C.

Rothenbacher, C., and Leconte, P. (1990). Vocational assessment: A guide for parents and professionals NICHCY Transition Summary #6, 1-24.

Rothstein, L. F. (1990). Special education law. White Plains, NY: Longman.

Rubin, Z. (1980). Children’s friendships. Cambridge, MA: Harvard University Press. (A)

Rusch, F. R. (ed.). (1990). Supported employment: Models, methods, and issues. Sycamore, IL: Sycamore.

Rusch, F. R., Hughes, C., and Kohler, P. D. (1991). Descriptive analysis of secondary school education and transition services model programs. Champaign, IL: Secondary Transition Intervention Effectiveness Institute.

Russell, L. M., Grant, A., Joseph, S., and Fee, R. (1995). Planning for the future. Evanston, IL: American Publishing Company.

Salisbury, C.L., & Intagliata, J. (1986). Respite care: Support for persons with developmental disabilities and their families. Baltimore, MD: Paul H. Brookes Publishing Co.

Sarkees, M.D., & Scott, J.L. (1986). Vocational special needs (2nd edition). Homewood, IL: American
Technical Publishers, Inc.

Savage, R. (1995). An educator’s manual: What educators need to know about students with TBI (3rd ed.). Houston, TX: HDI.

Scarbourgh, D. (1992). Helping you to understand SSDI and SSI. Bloomington, IL: Accent Books.

Scheiber, B. and Talpers, J. (1987). Unlocking potential: College and other choices for learning disabled people – A step-by-step guide. Bethesda, MD: Adler & Adler.

Schiro-Geist, C. (1990). Vocational counseling for special populations. Springfield, IL: Charles C. Thomas Publishers.

Schlachter, G. A., and Weber, R. D. (1992). Financial aid for the disabled and their families: 1992-1994.
Redwood City, CA: Reference Service Press.

Schleien, S. J., and Ray, M. T. (1988). Community recreation and persons with disabilities: Strategies for integration. Baltimore, MD: Paul H. Brookes.

Schleien, S. J., Ray, M. T., & Green, F. P. (1997). Community recreation and people with disabilities:
Strategies for inclusion (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.

Schoenbrodt, L. (Ed.). (2001). Children with traumatic brain injury: A parents’ guide. Bethesda, MD:
Woodbine House.

Schwartz, S. (1996). Choices in deafness: A parents’ guide to communication options (2nd ed.).
Bethesda, MD: Woodbine House.

Senator Alan Cranston: Senate Report: CRANSTON-GONZALES NATIONAL AFFORDABLE HOUSING
ACT, 1990. Retrieved January 5, 2003. http://www.vadrs.org/cbs/CILS.htm

Sex Information and Education Council of the U.S. (1991). SIECUS position statements 1991. New York: Author.

Shapiro, J. (1993). No pity: People with disabilities forging a new civil rights movement. New York, NY:
Random House.

Silver, L. (1998). The misunderstood child: Understanding and coping with your child’s learning
disabilities (3rd ed.). New York, NY: Time Books.

Sitlington, P.L., Brolin, D.E., Clark, G.M., & Vacanti, J.M. (1985). Career/vocational assessment in the
public school setting: The position of the division on career development. Career Development for Exceptional Individuals, 8 (1), 3-6.

Skyer, R., & Skyer, G. (1986). What do you do after high school? A nationwide guide to residential,
vocational, social, and collegiate programs service the adolescent, young adult, and adult with learning disabilities. Rockaway Park, NY: Skyer Consultation Center, Inc.

Smith, R. (1993). Children with mental retardation: A parents’ guide. Rockville, MD: Woodbine House.

Smith, S. (1995). No easy answers (Rev. ed.). New York, NY: Bantam Books.

Smith-Davis, J. and Littlejohn, W. R. (1991). Related services for school-aged children with disabilities.
NICHCY News Digest, 1(2).

Snyder, H. (1998). Elvin the elephant who forgets. Wolfeboro, NH: L&A Publishing/Training.

Sowers, J., and Powers, L. (1991). Vocational preparation and employment of students with physical and multiple disabilities. Baltimore, MD: Paul H. Brookes.

Stodden, A.R., Ianacone, N.R., Boone, M.R., & Bisconer, W.S. (1987). Curriculum-based vocational
assessment: A guide for addressing youth with special needs. Honolulu, HI: Centre Publication International Education.

Supported employment expands opportunities for persons with severe disabilities. (1989, Summer). OSERS News in Print, II (2), 5.

Supported Employment Parent Training Technical Assistance (SEPT/TA) Project. (1990). A reference
manual for parent training about supported employment (rev. ed.). Minneapolis, MN: Pacer Center.

Taylor, S. J., Knoll, J., & Biklen, D. (1987). Community integration for persons with severe disabilities.
New York: Teachers College.

The Network News Summer (1996). National Transition Network, Institute on Community Integration.
University of Minnesota, Minneapolis, MN

The Schwab Foundation for Learning: 25 Questions for Finding the Right College. Retrieved January 5, 2003, http://www.ldresources.org/?p=519

The Westchester County Department of Community Mental Health Travel Training Program (2003). Travel Training Program. Retrieved January 4, 2003, http://www.westchestergov.com/ParaTransit/traveltraining.htm

Thomas, S., Hiltenbrand, D. and Tibbs, S. (1997). A new look at outcomes: Validating the vocational evaluation and work adjustment process in the contemporary setting. In S. H. deFur and J. Patton (Eds.) Transition and school based services: Interdisciplinary perspectives for enhancing the transition process. Austin, TX: PRO-EDTodis, B. (1997). Tools for the task? Perspectives on assistive technology in educational settings. Journal of Special Education Technology, 13(2), 49-61.

Trainer, M. (1991). Differences in common: Straight talk on mental retardation, Down syndrome, and life. Rockville, MD: Woodbine House.

Transition Services: A Planning and Implementation Guide (1994) . Albany, NY: Office of Special Education Services and Office for Vocational and Educational Services.

Transportation Research Board (1993). Accessible transportation and mobility. Washington, DC: TRB.

Trohanis, P. L. (1995). Progress in providing services to young children with special needs and their
families: An overview to and update on implementing the Individuals With Disabilities Education Act. NEC*TAS Notes, 7, 1-20.

Tucker, B.P. (1997). IDEA advocacy for children who are deaf or hard of hearing: A question and answer book for parents and professionals. San Diego, CA: Singular.

Tucker, J. (1985). Curriculum-based assessment: An introduction. Exceptional Children, 52, 199-204.

Turnbull, H. R., Turnbull, A. P., Bronicki, G. J., Summers, J. A., and Roeder-Gordon, C. (1990).
Disability and the family: A guide to decisions for adulthood. Baltimore, MD: Paul H. Brookes.

Tweed, P. K., and Tweed, J. C. (1989). Colleges that enable: A guide to support services offered to

Twelfth annual report to Congress on the implementation of the Education of the Handicapped Act. Washington, DC: U.S. Government Printing Office.

U.S. Congress, Office of Technology Assessment. (1988). Power on! New tools for teaching and learning (OTA-SET-379). Washington, DC: U.S. Government Printing Office.

U.S. Congress, Public Law 99-506, 1986 Amendments to the Rehabilitation Act.

USDA (2000) Reaching those in need: State food stamp participation rates in 1999. Alexandria, VA: Food and Nutrition Service, U.S. Department of Agriculture.

U.S. Department of Education (1993). The pocket guide to federal help: For individuals with disabilities.
Clearinghouse on Disability Information, Office of Special Education and Rehabilitative Services: Washington, DC.

U.S. Department of Education (1995). Seventeenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.

U.S. Department of Education. (1985). Directory of resources for adults with disabilities. Washington, DC: Division of Adult Education, Office of Vocational and Adult Education.

U.S. Department of Education. (1992a, September 29). Assistance to states for the Education of Children with Disabilities Program and Preschool Grants for Children with Disabilities: Final rules. Federal Register, 57(208), 48694-48704.

U.S. Department of Education. Office of Special Education Programs. (2002). Twenty-Third Annual Report to Congress on the Implementation of The Individuals with Disabilities Education Act. Washington, DC, US Government Printing Office.

U.S. Department of Health and Human Services, Social Security Administration. (1990, July). SSI (Social Security Administration Publication Number 05-11000). Baltimore, MD: Author. (Available from Department of Health and Human Services, SSA, Baltimore, MD 21235.)

U.S. Department of Health and Human Services. (1980). Learning together: A guide for families with
genetic disorders (DHHS Publication No. (HSA) 80-5131). Rockville, MD: Author.

U.S. Department of Health and Human Services. (1990, August). Impairment-related expenses are
deductible. Social Security Information Items, 3.

U.S. Department of Health and Human Services. (1990, October). Social security encourages a bridge to the workplace. Social Security News, 2-3.

U.S. General Accounting Office. (1989). Special education: The attorney fees provision of Public Law 99 372. Washington, DC: Author.

U.S. House of Representatives. (1990, June 18). Education of the Handicapped Act Amendments of 1990: Report to accompany H.R. 1013 (Report 101-544). Washington, DC: U.S. Government Printing Office.

Uslan, M. M., Peck, A. F.; Wiener, W. R., and Stern, A. (1990). Access to mass transit for blind and
visually impaired travelers. New York, NY: American Foundation for the Blind.

Valenti-Hein, D. and Mueser, K. T. (1991). The dating skills program: Teaching social-sexual skills to
adults with mental retardation. Worthington, OH: International Diagnostic Services, Inc.

Venn, J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ: Merrill.

Vogel, S. (1993). College students with learning disabilities: A handbook. Pittsburgh, PA: LDA Bookstore.

Wagner, M. (1989, March). The transition experiences of youth with disabilities: A report from the National Longitudinal Transition Study. Paper presented at the annual meeting of the Council for Exceptional Children, San Francisco, CA.

Wagner, M., & Shaver, D.M. (1989). The transition experiences of youth with disabilities: A report from the National Longitudinal Transitional Study. Menlo Park, CA: SRI International.

Walker, P. (1994). Promoting inclusive recreation and leisure opportunities for adults. In M.S. Moon (Ed.), Making school and community recreation fun for everyone (pp. 163-180). Baltimore: Paul H. Brookes Publishing Co.

Walker, P., & Edinger, B. (1988). The kid from Cabin 17. Camping Magazine, pp. 18-21.

Walker, P., Edinger, B., Willis, C., & Kenney, M.E. (1988). Beyond the classroom: Involving students with
disabilities in extracurricular activities at Levy Middle School. Syracuse, NY: Center on Human Policy.

Walker, P., Edinger, B., Willis, C., and Kenney, M. (1989). Beyond the classroom: Involving students with severe disabilities in extracurricular activities. Syracuse, NY: Center on Human Policy, Syracuse University.

Wandry, D., and Repetto, J. (1993). Transition services in the IEP. NICHCY Transition Summary, (1), 1 28.

Ward, M. (1991). Self-determination revisited: Going beyond expectations. Washington, DC: National
Information Center for Handicapped Children and Youth.

Ward, M. J. (1992). Introduction to secondary special education and transition issues. In F. R. Rusch, L.

Warren, R.D., & Dickman, I.R. (1981). For this respite, much thanks… Concepts, guidelines and issues in the development of community respite care services. New York, NY: United Cerebral Palsy Associations, Inc.
 

To top