What teaching practices really work with high school students? What programs are effective in improving important life outcomes? The following list of journals and newsletters can help you keep up-to-date with the latest research and practice addressing services and supports for transition-age youth with disabilities. Add your feedback or recommend an addition! Once this list is completed, we will post it permanently under the Special Sections area of TransitionLink.

ON THE FRONT LINES: Q&A ON INCLUDING CHILDREN WITH DISABILITIES IN COMMUNITY RECREATION ACTIVITIES with Stuart J. Schleien, Ph.D., CTRS, CLP

What are some of the biggest barriers to the participation of children with disabilities in community recreation programs?

Navigating the complex and ever-changing world of peer relationships in middle school can be hard for any student. Students with disabilities often find it particularly challenging to establish friendships with their typically developing peers. In "Social Relationships and Peer Support," authors Martha Snell and Rachel Janney offer some suggestions for school administrators on improving the school environment and building positive peer relationships.

ON THE FRONT LINES: Q&A ON USING SELF-DETERMINATION PRACTICES IN THE
TRANSITION PROCESS with James E. Martin, Ph.D.

Q: How can transition teachers and employment specialists help people with disabilities discover their job preferences?

ON THE FRONT LINES: Q&A ON INCLUDING STUDENTS WITH SPECIAL MEDICAL NEEDS

Q: What accommodations should schools be making to meet the medical needs of students with disabilities or chronic illnesses?

While students with ADHD often have above average intelligence, teachers often find it a challenge to keep them on task during classroom activities. David Wodrich, Director of Psychology at Phoenix Children's Hospital in Arizona and author of "ADHD: What Every Parent Wants to Know," offers the following suggestions for teachers. For strategies on how you can help children with ADHD achieve success in your classroom, read on!

In "The Transition Handbook: Strategies High School Teachers Use that Work!," authors Carolyn Hughes and Erik Carter offer a multitude of research-based strategies to prepare students with disabilities for adult life. Below are some strategies, excerpted from chapter 9, for teaching social skills for employment and daily living situations:

ON THE FRONT LINES: Q&A ON TEACHING STRATEGIES FOR STUDENTS WITH VISUAL IMPAIRMENTS AND OTHER DISABILITIES with Rosanne K. Silberman, Ed.D., and Sharon Z. Sacks, Ph.D.

How should teachers physically arrange their classrooms when teaching a student with a visual impairment and other disabilities?

ON THE FRONT LINES: Q&A ON WORKPLACE SUPPORTS with Michael Callahan, M.Ed.

What types of supports do people with disabilities generally need in the workplace?

"Realistically, most families aren't going to be thinking about transition when their child is under age 12 or 13," admits Paul Wehman, a professor of physical medicine, rehabilitation, and special education at Virginia Commonwealth University. But Dr. Wehman emphasizes that parents and teachers need to begin preparing children with disabilities for adult life at an early age. "When kids are in high school, they [will already] need to know what they want to do."