LEADER 05774nam 2200733 450 001 9910460887803321 005 20211115135018.0 010 $a1-78441-933-8 035 $a(CKB)3710000000454762 035 $a(EBL)2122286 035 $a(OCoLC)916952836 035 $a(SSID)ssj0001550377 035 $a(PQKBManifestationID)16166303 035 $a(PQKBTitleCode)TC0001550377 035 $a(PQKBWorkID)14810906 035 $a(PQKB)10474440 035 $a(MiAaPQ)EBC2122286 035 $a(Au-PeEL)EBL2122286 035 $a(CaPaEBR)ebr11083232 035 $a(CaONFJC)MIL819723 035 $a(OCoLC)915158484 035 $a(EXLCZ)993710000000454762 100 $a20150808h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTransition of youth and young adults /$fedited by Bryan G. Cook, University of Hawaii at Manoa, Honolulu, HI, USA, Melody ankersley, Kent State University, Kent, OH, USA, Timothy J. Landrum, University of Louisville, Louisville, KY, USA ; contributors, Kaveh Abhari [and forty others] 205 $aFirst edition. 210 1$aBingley, England :$cEmerald,$d2015. 210 4$dİ2015 215 $a1 online resource (250 p.) 225 1 $aAdvances in Learning and Behavioral Disabilities,$x0735-004x ;$vVolume 28 300 $a"Emerald books"--Cover. 311 $a1-78441-934-6 320 $aIncludes bibligraphical references. 327 $a""Front Cover""; ""Transition of Youth and Young Adults""; ""Copyright page""; ""Contents""; ""List of Contributors""; ""Chapter 1 The Transition of Youth and Young Adults with Learning Disabilities and with Emotional and Behavioral Disorders: ...""; ""References""; ""Chapter 2 Secondary School Preparation and Transition of Youth with Disabilities""; ""High School Preparation and Transition Service Needs""; ""Standards-Based Curriculum Reforms""; ""Providing Inclusive General Education Curricula Content""; ""Providing Functional and Daily Living Skills Curricula"" 327 $a""Coordinated Transition Planning and Support Provision""""Interagency Collaboration and Participation""; ""Evidence-Based Practices Supporting Secondary to Postsecondary Transition""; ""Inclusive Participation in General Education and Transition Planning Activities""; ""Self-Determination Skill Development during Transition Planning""; ""Necessity of Collaborative Stakeholder Participation in Transition Planning""; ""Recommendations""; ""Conclusion""; ""References"" 327 $a""Chapter 3 Longitudinal Post-High School Outcomes of Young Adults with Learning Disabilities or Emotional/Behavioral Disorders""""Methods""; ""Participants""; ""Data Sources""; ""Parent/Young Adult Interviews/Surveys""; ""School District Rosters""; ""Transition Outcome Measures""; ""Data Analysis""; ""Analytic Adjustments to Increase NLTS/NLTS2 Comparability""; ""Descriptive Statistics""; ""Results""; ""Young Adults with Learning Disabilities""; ""NLTS/NLTS2 Cohort Comparisons""; ""NLTS2 Longitudinal Outcomes""; ""Young Adults with Emotional Disturbances""; ""NLTS/NLTS2 Cohort Comparisons"" 327 $a""NLTS2 Longitudinal Outcomes""""Comparing Young Adults with LD and Those with EBD""; ""NLTS/NLTS2 Cohort Comparisons""; ""NLTS2 Longitudinal Outcomes""; ""Discussion""; ""NLTS/NLTS2 Cohort Comparisons""; ""NLTS2 Longitudinal Outcomes""; ""Implications for Practice and Research""; ""Intervening Early""; ""Multi-tiered Systems of Support""; ""Evidence-Based Practices (EBPs)""; ""Transition Planning""; ""Self-Determination""; ""Looking Ahead""; ""Acknowledgments""; ""References""; ""Chapter 4 Providing Transition Services: An Analysis of Law and Policy""; ""Caveats"" 327 $a""The Impetus for Requiring Transition Services in the IDEA""""The IDEA and Transition Services""; ""Transition Planning and Services in the IEP Process""; ""Members of a Transition-Related IEP Team""; ""Age-Appropriate Transition Assessments""; ""Appropriate Measurable Postsecondary Goals""; ""Transition Activities and Services""; ""Summary of Performance""; ""Indicator 13 of the IDEA""; ""Litigation and Transition Services""; ""A School District Failed to Involve a Studenta???s Parents in the IEP Process"" 327 $a""A School District Failed to Invite a Representative from a State Agency to a Transition-Related IEP Meeting"" 330 $aHow do students with learning disabilities or emotional and behavioral disorders fare in adulthood? Are their rates of employment, graduation from post-secondary schools, living independently similar to their non-disabled peers? What can schools and communities do to teach and support youth and young adults with learning disabilities or emotional and behavioral disorders? This Transition of Youth and Young Adults volume presents eminent scholars discussing critical and timely topics related to the transition of youth and young adults with learning disabilities and emotional and behavioral diso 410 0$aAdvances in learning and behavioral disabilities ;$vVolume 28. 606 $aYouth$xMental health services 606 $aYoung adults$xMental health services 606 $aProblem youth$xServices for 608 $aElectronic books. 615 0$aYouth$xMental health services. 615 0$aYoung adults$xMental health services. 615 0$aProblem youth$xServices for. 676 $a362.2042 702 $aAbhari$b Kaveh 702 $aCook$b Bryan G. 702 $aLandrum$b Timothy J. 702 $aTankersley$b Melody 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460887803321 996 $aTransition of youth and young adults$92273698 997 $aUNINA