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"The John Jones Show"

How One Teacher Facilitated Self-Determined Transition Planning for a Young Man With Autism

Indiana University, Indiana Institute on Disability and Community, Center on Community Living and Careers

Colleen A. Thoma

epartment of Special Education and Disability Policy at Virginia Commonwealth University

Karen Thomas

Monroe County Community School Corporation in Bloomington, Indiana

There has been a great deal of research reaffirming the power of self-determination Within the process of planning for the transition from school to adult life for a student With disabilities. Much of the focus of that research has been on teaching core component skills or changing parts of the process such as the transition Individualized Education Program meeting itself. Although these strategies are effective, they only begin to scratch the surface of What is necessary to facilitate self-determined transition planning throughout the year. This article describes the efforts of one teacher to infuse self-determination throughout both the curriculum and the school year.

Focus on Autism and Other Developmental Disabilities, Vol. 19, No. 3, 177-188 (2004)
DOI: 10.1177/10883576040190030501


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