American Association for Intellectual and Developmental Disabilities. (2012) Retrieved from

American Occupational Therapy Association (2008). FAQ: Occupational Therapy's Role in Transition Services and Planning [PDF]. Retrieved 5/13/2013.

Bellini, S. & Akullian, J. (2007). A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescence with ASD. Teaching Exceptional Children, 73(3),264-287.

Bond, G. (2004). Supported employment: Evidence for an evidence-based practice. Psychiatric Rehabilitation Journal, (27), 4, 345.

Bond, G. & Campbell, K. (2013). Supported employment: An evidence based practice. National Alliance for Mental Illness. Retrieved from

Chamot, A., Meloni, C., Bartoshesky A.,   Kadah R., & Keatley, C. (2004). Sailing the 5 Cs with Learning Strategies. Georgetown University. Retrieved from

Edwards, C. & DaFonte, A. (2012). The 5-point plan: Fostering successful partnerships with families of students with disabilities. Teaching Exceptional Children (44),3, 6-13.

Gray, C. & Garund, J. (1993). Social stories: Improving response of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.

Kohler, P. & Field, S. (2003). Transition focused education: Foundation for the future. The Journal of Special Education, (37), 3, 174-183.

Kohler, P. (1996). Taxonomy of Transition Programming. Champaign, IL: University of Illiinois.

Hughes, C., Carter, E. W., Hughes, T., Bradford, E., & Copeland, S. R. (2002). Effects of instructional versus non-instructional roles on the social interactions of high school students. Education & Training in Mental Retardation,3 7, 146-162.

Mason, C., McGahee-Kavoc, M. & Johnson, L. (2004). How to help students lead their iep meetings. Teaching Exceptional Children, (36),3, 18-25.

McDonnell, J. & Hardman, M.(2010). Secondary and transition programs for students with intellectual and developmental disabilities. London: Sage Publishing.

Mechling, L., Gast, D., & Gustafson, M.(2009). Use of video modeling to teach extinguishing of cooking related fire to individuals with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 44, 67-79.

Rose, D., & Meyer, A. (Eds.). (2006). A Practical Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.

Neuman, L. (2004). Video modeling: A visual teaching method for children with autism. Brandon, FL: Willerik Publishing.

National Secondary Transition Technical Assistance Center. (2011). Predictors of In-School and Post-School Success[Technical document]. Retrieved from

Roessler, R., Brolin, D., & Johnson, J. (1990). Factors affecting employment success and quality of life: A one year follow-up of students in special education. Career Development for Exceptional Individuals, 13, 95-107. Retrieved from

Test, D., Mason, C., Hughes, C., Konrad, M., Neale, M. & Wood, W.(2004). Student involvement in individualized education program meetings. Teaching Exceptional Children, 70, 391-412.

Tomlinson, C. & Allan, S. (2000). Leadership for differentiating schools and classrooms.   Alexandria, VA: Association for Supervision and Curriculum Development. [Book chapter] Retrieved from

Wehmeyer, M.(1998). Self-determination and individuals with significant disabilities: Examining meanings and misinterpretations. Journal of the Association for Persons with Severe Handicaps, 23, 5-16.

Williams, P. & Schultz, B. (1982). We Can Speak for Ourselves. Boston: Brookline Books.

Zins, J., Weissbert, R., Wang, M., & Walberg, H. (2004). Building academic success on social and emotional learning: What does the research say. New York: Teachers College Press.