(The ability to control one’s destiny)
What it means and how to help your student develop self
One of the most significant concepts to emerge in the last few decades is the awareness of the importance of self-determination in the life of an individual with a disability. For too long, professionals made decisions for people with disabilities with little input from the individual or parents. While these decisions were motivated by good intentions, they may have overlooked the desires, hopes, and aspirations that remained hidden within the person with disabilities. As our society has become more sensitive to the needs and rights of the disabled, we have moved to the concept of self-determination as a crucial element in the design of a life plan.
Self-determination is a person’s ability to control his or her own destiny. A crucial part of the concept of self-determination involves the combination of attitudes and abilities that will lead children or individuals to set goals for themselves, and to take the initiative to reach these goals. To do this one must be in charge, which is not necessarily the same thing as self-sufficiency or independence, make his or her own choices, learn to solve problems effectively, take control and responsibility for his or her life, learn to experience and cope with the consequences of making decisions on his or her own.
Martin and Marshall (1995, cited in Wehmeyer et al., 1998) summarize the evolving definition of self determination in the special education literature as describing individuals who:
Know how to choose-they know what they want and how to get it. From an awareness of personal needs self determined individuals choose goals, and then doggedly pursue them. This involves asserting an individual’s presence, making his or her needs know, evaluation progress toward meeting goals, adjusting performance and creating unique approached to solve problems (p. 147).
The Development of Self-Determination Skills
The development of self-determination skills is a process that begins in childhood and continues throughout one’s life. It must be fully understood by parents when a child is still in school. This process begins early, so that the child learns how to grow up as a self-advocate and not be afraid to voice his or her needs, concerns, and opinions.
Parents of children with adequate mental competence sometimes “protect” them by making all their decisions. Parents interested in developing self-determination skills for their children must help them learn to:
- set goals
- evaluate options
- make choices
- work to achieve goals
- practice self-determination experiences by offering opportunities for decision making, socialization, leisure activities
- explore employment and housing options
- explore community recreation programs in their community by utilizing their own network of relatives and friends, as well as formal service systems
- take an active role in the decisions that will determine their future–even if it means allowing them to make mistakes.
Helpful Links on the Topic
George Washington University HEATH Center : Self-determined students, with the help and encouragement of family and professionals, are best positioned to make informed, appropriate choices about their futures. The following fact sheet emphasizes the important role of self-determination in effective transition planning for students with disabilities, their families, professionals, and service organizations.
Kids as Self Advocates : KASA is a national, grassroots network of youth with special needs and our friends, speaking on behalf of ourselves. We are leaders in our communities, and we help spread helpful, positive information among our peers to increase knowledge around various issues. Those issues include: living with special health care needs, health care transition issues, education, employment, and many more.
PACER Center : Self determination is believing you can control your own destiny. Self-determination is a combination of attitudes and abilities that lead people to set goals for themselves, and to take the initiative to reach these goals. It is about being in charge, but is not necessarily the same thing as self-sufficiency or independence. It means making your own choices, learning to effectively solve problems, and taking control and responsibility for one’s life. Practicing self-determination also means one experiences the consequences of making choices. Read more…
Self Determination Lesson Plans : The following references are for data-based research studies in which students or adults were taught a new self-determination skill or set of skills. Lesson plan starters have been developed based on the description of the intervention and data collection procedures provided in each study.
Express Yorself: Assessing Self Determination in your Life- Pdf file: This self-assessment is designed to help you discover how much self-determination you have in your life. You are the person in charge of this assessment. To complete it, you’ll read a series of statements and think about whether they describe your life. This will help you identify life areas (such as money or relationships) where you’d like to increase your level of selfdetermination and other areas where you’re already satisfied. The simple act of thinking about these things will increase your awareness of the presence of self-determination in your life.
C.R.U.I.S.E. Consulting (Creating Readiness Using Interactive Supportive Experiences!)
C.R.U.I.S.E. Consulting specializes in resources and services designed to help individuals with disabilities make a successful transition to college. You can order resources for students or facilitators here.
Enable: The Person-Centered Planning Learning Site
Person-centered planning involves the development of a “toolbox” of methods and resources that enable people with disability labels to ` choose their own paths to success; the planners simply help them to figure out where they want to go and how best to get there. Part of the Program on Employment and Disability (PED) at Cornell.
Enhancing self-determination through group action planning. A holistic emphasis.
This article argues that the concept of self-determination is not just the skills that students need to be taught, but it also includes motivation and a responsive context. It goes on to describe how individuals that care about students with disabilities can use a group process model to facilitate a responsive context for self-determination.
From Research to Practice: Lesson Plans for Promoting Self-Determination
http://www.uncc.edu/sdsp/resource_list/sd_lesson_plans.asp
This resource includes a collection of self-determination lesson plans from research on self-determination. There are a number of topics, including self-advocacy, self-scheduling, problem solving, self-awareness, teaching students to participate in their IEP, and person-centered planning.
Taking Charge: Stories of Success and Self-Determination (Video-17 minutes)
This videotape synthesizes the advice of successful young people and adults with disabilities about how to succeed.
National Program on Self-determination
This site includes publications, a discussion forum, and a newsletter surrounding the issue of self-determination for individuals with disabilities. This program is connected to the Institute on Disability in New Hampshire.
NEXT S.T.E.P. Curriculum
At this site, you will find a description and history of the NEXT S.T.E.P. program and links to related projects. This site is part of the Secondary Special Education and Transition Programs at the University of Oregon.
Parenting Post-Secondary Students with Disabilities: Becoming the Mentor, Advocate, and Guide Your Young Adult Needs
This parent brief, developed collaboratively by PACER Center and NCSET, discusses the important issues that parents face when their adult child with a disability is moving on to postsecondary education.
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.
