Synopsis
This is the plain language edition of the resource entitled Planning for Real Life After School: Ways for Families and Teachers to Plan for Students Experiencing Significant Challenge. The plain language edition, co-edited by authors from People First of Ontario, may be a suitable alternative (to the regular edition) for ESL speakers and/or those with learning difficulties.
This book is a valuable resource for families, teachers and instructors, administrators and policy makers, and differently-abled individuals, this book is about helping make the transition - for individuals with disabilities - from school to work, as seamless as possible. It outlines measures for a collaborative approach between stakeholders in order to avoid the misunderstandings that often occur between them about what constitutes "transition planning" and "meaningful life choices" - all of which often lead to disappointing results for all involved, particularly the individual concerned.
This resource proposes the use of "Person-Centred Planning" approaches to assist in creating viable "Transition Plans" for individuals with disabilities. The authors have focused on Circles, MAPS, PATH and PlayFair Teams - which are introduced in the book.
About the Authors
Gary Bunch is Chair, Marsha Forest Centre, and National Director of the recently formed Canadian Association of Inclusive Educators. His teaching career includes experience as a classroom teacher, a school administrator, and a university professor.
Kevin Finnegan has extensive teaching experience in both elementary and secondary schools in Ontario, Canada. He has served as an administrator of several fully inclusive schools over a period of twenty years. He is a member of the Board of Directors of the Marsha Forest Centre and the Canadian Association of Inclusive Educators.
Jack Pearpoint is an independent Canadian Publisher (Inclusion Press), the Director of the Marsha Forest Centre, and a catalyst for team work, diversity and change.
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