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- 2012007855 contributor B12436032.
- 2012007855 contributor B12436033.
- 2012007855 date "2012".
- 2012007855 description "Includes bibliographical references and index.".
- 2012007855 description "The new transition handbook : a model of transition support -- Assessment and planning : identifying the supports and skills that enhance success -- Increasing support within school and community settings -- Increasing social support and promoting social acceptance -- Promoting independence and self-determination -- Promoting social participation and teaching social skills -- Promoting functional skills and access to the general curriculum -- Teaching employment skills and promoting career development.".
- 2012007855 extent "xiii, 215 pages :".
- 2012007855 identifier "1598571990 (pbk.)".
- 2012007855 identifier "9781598571998 (pbk.)".
- 2012007855 issued "2012".
- 2012007855 language "eng".
- 2012007855 spatial "United States.".
- 2012007855 subject "371.9/0473 23".
- 2012007855 subject "Community and school United States.".
- 2012007855 subject "LC4019 .H83 2012".
- 2012007855 subject "School-to-work transition United States.".
- 2012007855 subject "Youth with disabilities Education (Middle school) United States.".
- 2012007855 subject "Youth with disabilities Education (Secondary) United States.".
- 2012007855 subject "Youth with disabilities Services for United States.".
- 2012007855 tableOfContents "The new transition handbook : a model of transition support -- Assessment and planning : identifying the supports and skills that enhance success -- Increasing support within school and community settings -- Increasing social support and promoting social acceptance -- Promoting independence and self-determination -- Promoting social participation and teaching social skills -- Promoting functional skills and access to the general curriculum -- Teaching employment skills and promoting career development.".
- 2012007855 title "The new transition handbook : strategies high school teachers use that work! / by Carolyn Hughes, Ph.D., Vanderbilt University, Nashville, Tennessee, and Erik W. Carter, Ph.D., Vanderbilt University, Nashville, Tennessee.".
- 2012007855 type "text".