This publication Is the official journal of the Division on career development and Transition and is published twice a year. This publication is distributed only to members of DCDT. It presents various articles and position papers dealing with the latest research activities, model programs and issues pertaining to career development and transition. Co-Editors: David Test and Bob Algozzine
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DCDT Network Newsletters
The Network is published three times a year and distributed to all members of our organization.
DCDT Fast Fact Sheets:
The primary purpose of the DCDT Fact Sheets are to disseminate information to the field related to key topics in secondary transition. Currently, the DCDT Fact Sheets focus on a number of topics, including evidence-based predictors of post-school success for youth with disabilities, transition planning and assessment, transition specialist competencies, and recommendations for research in secondary transition. The Fact Sheets related to the evidence-based predictors have been developed to provide teachers, administrators, and families with information about, and ideas for, incorporating the secondary transition evidence-based predictors into the transition planning process. Next, the Fact Sheet related to transition specialist competencies summarizes the competencies of transition specialists that go beyond the traditional special education teacher. Further, there are several fact sheets that focus on transition planning and assessment, providing information about secondary transition evidence-based practices and conducting age-appropriate transition assessment. Finally, the “Call for Research” Fact Sheet provides recommendations to the field of special education for future research endeavors in secondary transition. We hope you find these Fact Sheets useful and will continue to develop Fact Sheets that provide an overview of key topics in secondary transition with the hope of exciting readers to go and learn more.
Defines inclusion in general education and provides recommendations for teachers and administrators on how to provide students with disabilities access to the general curriculum and how to engage students with disabilities in regular education classes with peers without disabilities.
Defines occupational courses and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in exploring various career pathways and developing specific skills through instruction and experiences focused on their desired employment goals.
Defines community experiences and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in activities occurring outside of the school setting, supported with in-class instruction, where students apply academic, social, and/or general work behaviors and skills.
Defines parental involvement and provides recommendations for teachers, administrators, and families on how to engage families and ensure parents/families/guardians, are active and knowledgeable participants in all aspects of transition planning (e.g., decision-making, providing support, attending meetings, advocating for their child).
Provides recommendations to the field of special education for future research endeavors in secondary transition. Although these evidence-based practices and predictors have been identified based on high quality research, there continues to be need for rigorous research to identify additional secondary transition evidence-based practices and predictors of improved post-school success. Discusses need for high quality research in Group and/or single subject research as well as correlational research.
Defines independent living and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in developing skills necessary for management of one’s personal self-care and daily living.
Defines vocational education and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in participating in a sequence of courses that will prepare students for a specific job or career.
Defines self-determination and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in making choices, solving problems, setting goals, evaluating options, taking initiative to reach one’s goals, and accepting consequences of one’s actions.
Defines age-appropriate transition assessment and briefly discusses types of transition assessment (e.g., formal and informal), how to conduct assessments, and how to select instruments. Descriptions of what information assessments such as adaptive behavior scales and informal interviews can offer when planning for transition with students.
Summarizes the promising practices that emerged through research for which secondary special educators should be responsible (cf. Kohler, 1998). These practices are organized according to the five categories in the Taxonomy for Transition Programming (Kohler, 1996) and form a foundation for transition related skill development for secondary special educators.
Summarizes the competencies for Transition Specialists beyond those of novice special educators. Transition Specialist competencies are based on research of effective transition practices and organized according to CEC\s knowledge and skills standards. It is assumed that Transition Specialists should possess the competencies of a beginning special educator and one other area of special education teaching specialization, but not necessarily hold certification as a special education teacher.
Summarizes steps for teaching goal setting established by Wehmeyer and colleagues (2007). Includes benefits of teaching goal setting and the relationship of goal setting and self-determination. Describes the benefits of goal setting as well as describes aspects of self-determination that influence goal setting.
The Division on Career Development and Transition (DCDT) and the Transition Coalition have collected and disseminated these tips in an effort to enhance public access to information about transition activities. Our intention is to provide resources that are current and accurate. We do not endorse or promote any of the products, Web sites, or ideas presented in the tips. Although every attempt is made to ensure the accuracy of this information, we can make no guarantees. Please credit the source when copying all or part of this material.
DCDT Brochure DCDT Brochure
Age-Appropriate Transition Assessment : The Position of the Division on Career Development and Transition
Neubert,D.A, Leconte, P.J. (2013) Career Development and Transition for Exceptional Individuals, 36 (2) 72-83
“The Transition of Youth With disabilities to Adult Life: A position statement of the Division on Career Development and Transition” (pdf)
Halpern, A.S. (1994). Career Development for Exceptional Individuals, 17(2), 115-124.
Clark, G.M., Field, S., Patton, J.R., Brolin, D.E., & Sitlington, P.L. (1994). Career Development For Exceptional Individuals, 17(2), 125-134.
Benz, M.R., and Kochhar, C.A. (1996). Career Development For Exceptional Individuals, 19(1), 31-48.
Sitlinton, P.L., Neubert, D.A., & Leconte, P.J. (1997). Career Development For Exceptional Individuals, 20(1), 69-79.
Field, S., Martin, J., Miller, R., Ward, M. & Wehmeyer, M. (1998). Career Development for Exceptional Individuals, 21(2), 113-128.
Blalock, G., Kochhar-Bryant, C. A., Test, D. W., Kohler, P., White, W., Lehman, J., Bassett, D., & Patton, J. (2003). Career Development for Exceptional Individuals, 26, 207-226.
Trainor, A.A., Lindstrom, L., Simon-Burroughs, M., Martin, J.E., & Sorrells, A.M. (2008). Career Development for Exceptional Individuals, 31, 56-64.
DCDT Publications for Sale
The following publications are available for purchase on the CEC website with discounted prices For members.
- Transition of Secondary Students with Emotional or Behavioral Disorders — D. Cheney. (2004). #D5659.
- Aligning Transition and Standards-Based Education: Issues and Strategies — C. A. Kochhar-Bryant and D. S. Bassett. (2003). #P5526.
- The Role of Families in Secondary Transition; A Practitioner’s Facilitation Guide — D. Wandry and A. Pleet. (2003). #P5530.
- A Practical Guide for Teaching Self-Determination — S. Field, J. Martin, B. Miller, M. Ward, & M. Wehmeyer. (1997). #P5231.
- Integrating Transition Planning in the IEP Process — L.L. West, S. Corbey, A. Boyer-Stephens, B. Jones, R.J. Miller, & M. Sarkees-Wircenski. (1999). #P386S,
- Transition from School to Life: A Complete University Course for Special Educators. — J.E. Martin and P.D. Kohler. (1998). #P5321.
- Transition from School to Life: A Workshop Series for Educators and Transition Service Providers – P.D. Kohler, S. Field, M. Izzo, and J. Johnson. (1998). #P5320 (Available from Corwin Press. DCDT members receive a discount by using the priority code D7624.)
- Assess for Success: Handbook for Transition Assessment (2nd ed.) — P.L. Sitlington, D.A. Neubert, W. Begun, R.C. Lombard, & P.J. Leconte. (2007)