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  1. Youth Briefs
  2. How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities
  3. Transition Age Youth with Disabilities: How Individualized Education Program (IEP) Transition Planning Makes a Difference

Transition Age Youth with Disabilities: How Individualized Education Program (IEP) Transition Planning Makes a Difference

References

Americans with Disabilities Act 1990, ADA Amendments Act, 2008. (P.L. 110-325) Retrieved from http://www.ada.gov/pubs/ada.htm

Badeau, S. (2000). Frequently asked questions II: About the Foster Care Independence Act of 1999 and the John H. Chafee Foster Care Independence Program. Washington DC: National Foster Care Awareness Project.

Geenen, S. J., & Powers, L. E. (2006). Transition planning for foster youth. Journal for Vocational Special Needs Education, 28(2), 4-15. Retrieved from http://specialpopulations.org/Chapters%20Vol%2028-2/JVSNE_Vol28-2_Geenen.pdf (PDF, 12 pages)

Gonsoulin, S., & Read, N.W. (2011). Improving educational outcomes for youth in the juvenile justice and child welfare systems through interagency communication and collaboration. Washington, DC: National Evaluation and Technical Assistance Center for Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC). Retrieved from http://eric.ed.gov/?id=ED533050 (PDF, 20 pages)

Hill, K., & Stenhejm, P. (2006). Youth with disabilities aging out of foster care: Issues and support strategies. Impact: Feature Issue on Children with Disabilities in the Child Welfare System, 19(1). Retrieved from http://ici.umn.edu/products/impact/191/default.html

IDEA Partnership. (n.d.). Secondary transition collection. Retrieved from http://www.ideapartnership.org/index.php?option=com_content&view=article&id=1485

Individuals with Disabilities Education Act 2004. Public Law 108-446 – 108th Congress. Retrieved from http://idea.ed.gov/download/statute.html

Johnson, D. R., & Thurlow, M. L. (2003). A national study on graduation requirements and diploma options for youth with disabilities (Technical Report No. 36). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://education.umn.edu/nceo/OnlinePubs/Technical36.htm

Martin, J., Van Dycke, J., D’ottavio, M., & Nickerson, K. (2007). The student directed summary of performance: Increasing student and family involvement in the transition planning process. Career Development for Exceptional Individuals. 30(1), 13-26.

Mears, D. P., & Aron, L. Y. (2003). Addressing the needs of youth with disabilities in the juvenile justice system: The current state of knowledge. Washington, DC: Urban Institute. Retrieved from http://www.urban.org/uploadedpdf/410885_youth_with_disabilities.pdf (PDF, 138 pages)

Morningstar, M. E., Lattin, D. L., & Sarkesian, S. (2009). It’s more than just the law: People make it happen. Transition Coalition. Retrieved from http://transitioncoalition.org/transition/tcfiles/files/docs/peopleMakeItHappen_8-20091250526573.pdf/peopleMakeItHappen_8-2009.pdf (PDF, 15 pages)

NICHCY. (n.d.). Transition to adulthood. Retrieved from http://nichcy.org/schoolage/transitionadult/

Osher, D., Quinn, M. M., Kendziora, K., & Woodruff, D. (2002). Addressing invisible barriers: Improving outcomes for youth with disabilities In the juvenile justice system. Washington, DC: Center for Effective Collaboration and Practice. Retrieved from http://www.air.org/files/Addressing_Invisible_Barriers2.pdf. (PDF, 29 pages)

Quinn, M. M., Rutherford, R. B., Leone, P. E., Osher, D. M., & Poirier, J. M. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71(3), 339-345.

Rutherford, R., Bullis, M., Anderson, C., & Griller-Clark, H. (2002). Youth with disabilities in the corrections system: Prevalence rates and identification rates. Washington, DC: Center for Effective Collaboration and Practice. Retrieved from http://cecp.air.org/juvenilejustice/docs/Youth%20with%20Disabilities.pdf (PDF, 32 pages)

Stenhjem, P. (2005). Youth with disabilities in the juvenile justice system: Prevention and intervention strategies. Minneapolis, MN: National Center on Secondary Education and Transition. Retrieved from http://www.edjj.org/Publications/NCSETIssueBrief_4.1.pdf (PDF, 6 pages)

U.S. Census Bureau. (2006). American Community Survey. Retrieved from http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_07_1YR_GCT1801.US01PR&prodType=table

U.S. Department of Education, Office of Planning, Evaluation and Policy Development. (2010). ESEA Blueprint for Reform. Washington, D.C. Retrieved from http://www2.ed.gov/policy/elsec/leg/blueprint/

U.S. Department of Education, Office of Special Education Programs. (2011). Questions and answers on secondary transition. Washington, D.C. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C10%2C

Wehmeyer, M., Palmer, S., Soukup, J., Garner, N., & Lawrence, M. (2007). Self-determination and student transition planning knowledge and skills: Predicting involvement. Exceptionality, 15, 31-44.

Westat. (1991). A national evaluation of the Title IV-E Foster Care Independent Living Programs for Youth: Phase 2. (Contract No. 105-87-1608). U.S. Department of Health and Human Services. Rockville, MD: Westat, Inc. Retrived from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED348599

Wills, J. (2008). Preparing all youth for academic and career readiness. Washington, D.C.: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership. Retrieved from http://www.ncwd-youth.info/assets/reports/preparing_all_youth_for_academic_and_career_readiness.pdf (PDF, 63 pages)