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Publication prices current through December 30, 2008
Topics
Inclusive Education
 Differentiated Teaching and Learning in Heterogeneous Classrooms: Strategies for Meeting the Needs of All Students
By R. Kronberg and J. York-Barr
A resource guide providing conceptual and practical information for K-12 educators who desire to more effectively meet the needs of all learners in heterogeneous classrooms. It is organized into seven sections: overview of heterogeneity in today's classrooms and a brief review of current literature; rationale for differentiated teaching and learning; description of changing roles of teachers and students in differentiated classrooms; discussion of the importance of creating classroom communities that nurture diversity; ideas for organizing a classroom in which differentiated teaching and learning is practiced; a step-by-step process for differentiation; and in-depth profiles of actual classrooms using differentiated teaching and learning. (1998) • Cost: $15.00
Reflective Practice: Creating Capacities for School Improvement
By J. Montie, J. York-Barr, and R. Kronberg
A resource guide providing useful information and support for K-12 educators who create school communities in which reflective practice is used to foster school improvement and support teaching practices that effectively reach all students. The guide includes an overview of reflective practice initiatives; a synthesis of educationally-related literature on reflective practice, including an historical perspective and review of research; profiles of school communities engaged in reflective practice; and strategies for using reflective practice in educational settings. (1998) • Cost: $15.00
From Vision to Practice: Ideas for Implementing Inclusive Education
Edited by R. Kronberg
A resource guide describing the variety of ways in which schools in a suburban school district implement inclusive education. Topic areas include: What is Inclusive Education? What are the Roles of Special Educators, General Educators, and Teaching Assistants? How Can Collaborative Teams Find Time to Plan? What Accommodations Can be Used to Meet Individual Student Needs? and How are Students with Challenging Behaviors Supported in Inclusive Settings? (1996) • Cost: $10.00
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Dropout Prevention
Keeping Kids in School: Using Check & Connect for Dropout Prevention
By D. Evelo, M. Sinclair, C. Hurley, S. Christenson, and M. Thurlow
A manual helping educators to promote school completion among high-risk youth by regularly checking students' attendance, coursework, and behavior and intervening as needed to maintain students' connection with school. (1995) • Available only on the Web
Tip the Balance: Practices & Policies That Influence School Engagement for Youth at High Risk for Dropping Out
By S. Christenson, M. Sinclair, M. Thurlow, and D. Evelo
A report highlighting policies and practices that facilitate or inhibit students' connection with school. Methods for tipping the balance toward facilitative policies and practices are identified. (1995) • Cost: $8.00
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Transition and Career Preparation
 Essential Tools: Cultural and Linguistic Diversity: Implications for Transition Personnel
By D. Leake and R. Black
A handbook summarizing current research about transition and Culturally and Linguistically Diverse (CLD) youth with disabilities. It offers information on how transition personnel can effectively support these youth by building on their strengths and enhancing natural supports available within their families and communities. Published by the Institute’s National Center on Secondary Education and Transition. (2005) • Available only on the Web
Essential Tools: Interagency Transition Team Development and Facilitation
By R. Stodden, S. Brown, L. Galloway, S. Mrazek, and L. Noy
A resource guide designed to help state-level transition coordinators and others who form, conduct, and evaluate interagency teams that address the school and postschool needs of youth with disabilities. Relevant at national, state, and local levels, this guide offers instruction on how to build an effective interagency transition team; determine initial roles, responsibilities, and the team vision; conduct team meetings; and determine whether the team is making progress and meeting its goals. It also profiles several successful state interagency transition teams. Published by the Institute’s National Center on Secondary Education and Transition. (2005) • Cost: $7.00. Also available on the Web
Essential Tools: Community Resource Mapping
By K. Crane and M. Mooney, TransCen, Inc.
A practical handbook providing step-by-step instructions on understanding, planning, and engaging in the coordination of community resources that support the transition of youth with disabilities into adult life. Designed for use at the federal, state, and local levels. Published by the Institute’s National Center on Secondary Education and Transition. (2005) • Cost: $7.00. Also available on the Web
Essential Tools: Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act (3rd ed.)
Edited by D.R. Johnson, C. Sword, and B. Habhegger
A handbook designed to encourage the adoption of work-based learning programs and to guide school personnel who operate such programs to make them consistent with the Fair Labor Standards Act (FLSA). Sample forms, agreements, and supporting documentation required by FLSA and IDEA are included in many examples. This handbook also includes contact information for offices and personnel of the U.S. Department of Labor, Wage and Hour Division, and organizations involved in planning and delivering transition services for youth with disabilities, as well as information on Supplemental Security Work Incentives. Published by the Institute’s National Center on Secondary Education and Transition. (2005) • Available only on the Web
Essential Tools: In Their Own Words: Employer Perspectives on Youth with Disabilities in the Workplace
Edited by R. Luecking, TransCen, Inc.
A resource guide designed to help educators, transition specialists, workforce development professionals, family members, and youth to understand employers' needs, circumstances, and perspectives as they establish work-based learning experiences. This publication, part of the "Essential Tools" series, features the experiences of employers in their own words. Eleven employers from various fields write about how they became involved in providing work experiences for youth with disabilities, what made it work, and what they recommend to individuals and organizations representing youth. (2004) • Available only on the Web
Essential Tools: Increasing Rates of School Completion –Moving From Policy and Research to Practice
By C. Lehr, D.R. Johnson, C. Bremer, A. Cosio, and M. Thompson
A cutting-edge manual for educators, administrators and policymakers describing 11 proven interventions for increasing school completion among youth with disabilities. The interventions selected are only those that include research or evaluation designs and were published between 1988 and 2003. Also included are reproducible handouts containing current statistics and information on dropout, a concise literature review, and information on related Web sites, journal articles, publications, and organizations. Published by the Institute’s National Center on Secondary Education and Transition. (2004) • Available only on the Web
Career Planning Begins with Assessment: A Guide for Professionals Serving Youth with Educational and Career Development Challenges
By J. Timmons, M. Podmostko, C. Bremer, D. Lavin, and J. Wills
A guide providing adults who work with youth with disabilities a solid understanding of the purpose, benefits, and limitations of assessment in relation to those youth and the workforce development system. Designed for policymakers, administrators, and youth service practitioners (including teachers, transition coordinators, work experience coordinators, job coaches, and others), it can be used in secondary and postsecondary education programs, school to work transition programs, One-Stop workforce centers, youth employment programs, community rehabilitation programs, and community organizations serving youth and young adults ages 14-25. It includes information on types of assessment tools and testing instruments, selecting and using appropriate assessment tools, and ethical and legal considerations in assessments. Developed by the National Collaborative on Workforce and Disability for Youth, a partnership of the Institute for Educational Leadership, the Institute on Community Integration’s National Center on Secondary Education and Transition, the National Youth Employment Coalition, and PACER Center. (rev. ed., 2005) • Available on the Web
Paving the Way to Work: A Guide to Career-Focused Mentoring for Youth with Disabilities
By J. Timmons, M. Mack, A. Sims, R. Hare, and J. Wills
A guide providing specific disability-related and career preparation information relevant to mentoring youth with disabilities during their transition from secondary school to postsecondary work. Designed primarily for those developing and implementing mentoring programs at the secondary school level, it provides a menu of choices for structuring mentoring services in an array of settings and provides a range of possible activities to be pursued by mentors and mentees. Developed by the National Collaborative on Workforce and Disability for Youth, a partnership of the Institute for Educational Leadership, the Institute on Community Integration’s National Center on Secondary Education and Transition, the National Youth Employment Coalition, and PACER Center. (2006) • Available on the Web
 National Standards & Quality Indicators: Transition Toolkit for Systems Improvement
A toolkit providing a common and shared framework to help school systems and communities identify what youth need in order to achieve successful participation in postsecondary education and training, civic engagement, meaningful employment, and adult life. It contains a set of national standards and quality indicators, and strategic planning tools for use by states and school districts. The national standards and quality indicators are research-based and reflect the needs of all youth, and are organized by the following five content areas: schooling, career preparatory experiences, youth development and youth leadership, family involvement, and connecting activities. Developed by the Institute’s National Center on Secondary Education and Transition in collaboration with the National Alliance for Secondary Education and Transition. (2005) • Cost: $15.00. Also available on the Web
Connecting to Success: Mentoring Through Technology to Promote Student Achievement
An e-mentoring manual facilitating meaningful mentoring experiences by combining the well-developed concept of mentoring with e-mail to connect caring adults in the business community with students with disabilities. E-mentoring can be an effective tool to connect busy adults with busy youth when it is implemented with care. The manual guides community organizations, schools, businesses, and state agencies in forming e-mentoring partnerships. For further information on the program, contact Joe Timmons at timm0119@umn.edu. Published by the Institute's National Center on Secondary Education and Transition (NCSET). (2003) • Manual Cost: $20.00
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Residential Services
A Guidebook on Consumer-Controlled Housing for Minnesotans with Developmental Disabilities
Compiled by K.C. Lakin, T. Fields, B. Seltzer, et. al.
A 115-page resource guide outlining options for people with developmental disabilities, their families, and others desiring to create consumer-controlled housing arrangements. It describes major planning, housing, support, and funding considerations and contains planning worksheets and stories of personal experiences in creating consumer-controlled housing arrangements. Produced in collaboration with Arc Minnesota. (2000) • Available only on the Web
Through Asking the Right Questions...You Can Reach Your Destination
A pocket guide containing questions for families and persons with disabilities to ask as they interview residential service providers and decide which are best suited to meet their support needs. (1999) • Available only on the Web
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