References
- Algozzine B., Browder D., Karvonen M., Test D. W., Wood W. M. Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research 2001; 71: 219–277
- Australian Institute of Health and Welfare. Disability updates: Children with disabilities. Author, Canberra 2006, Bulletin No. 42. AIHW Cat No. AUS19
- Brown L., Shiraga B., Kessler K. The quest for ordinary lives: The integrated post-school vocational functioning of 50 workers with significant disabilities. Research and Practice for Persons with Severe Disabilities 2006; 31: 93–121
- Burrows M., Ford J., Bottroff V. The post school outcomes of young adults with autism spectrum disorder. Australasian Journal of Special Education 2001; 25: 34–48
- Dey E. L. Working with low survey response rates: The efficacy of weighting adjustments. Research in Higher Education 1997; 38: 215–227
- Down D. Challenges facing parents and caregivers in planning the transition from school for students with disabilities. Planning effective transition from school: Students with disabilities, Barber L., Bourdon R., Down D., Griffiths S., Murphy B., Rodd D., et al. Department of Education, Training, and Employment, AdelaideSouth Australia 1998; 67–72
- Dowrick M. K. Learning outcomes for students of school leaving age in special schools: A preliminary study of stakeholders’ perceptions. Journal of Intellectual & Developmental Disability 2004; 29: 293–305
- Ferguson P. M., Ferguson D. L., Jones D. Generations of hope: Parental perspectives on the transitions of their children with severe retardation from school to adult life. Journal of the Association of Persons with Severe Handicaps 1988; 13(3)177–187
- Flexer R. W., Simmons T. J., Luft P., Baer R. M. Transition planning for secondary students with disabilities2nd ed. Merrill/Prentice Hall, Upper Saddle River, NJ 2005
- Gallivan-Fenlon A. “Their senior year”: Family and service provider perspectives on the transition from school to adult life for young adults with disabilities. Journal of the Association for Persons with Severe Handicaps 1994; 19: 11–23
- Geenen S., Powers L. E., Lopez-Vasquez A. Multicultural aspects of parent involvement in transition planning. Exceptional Children 2001; 67: 265–282
- German S. L., Martin J. E., Marshall L. H., Sale R. P. Promoting self-determination: Using Take Action to teach goal attainment. Career Development for Exceptional Individuals 2000; 23(1)27–38
- Gil L. A. Bridging the transition gap from high school to college: Preparing students with disabilities for a successful post-secondary experience. Teaching Exceptional Children 2007; 40: 12–15
- Glidden L. M., Jobe B. M. Measuring parental daily rewards and worries in the transition to adulthood. American Journal on Mental Retardation 2007; 112: 275–288
- Grant G., Ramcharan P. Views and experiences of people with intellectual disabilities and their families. (2) The family perspective. Journal of Applied Research in Intellectual Disabilities 2001; 14: 364–380
- Keogh B. K., Bernheimer L. P., Guthrie D. Children with developmental delays twenty years later: Where are they? How are they?. American Journal on Mental Retardation 2004; 109: 219–230
- Kohler P. D., Chapman S. Literature review on school-to-work transition. 1999, Retrieved 20 June 2005 from http://www.ed.uiuc.edu/sped/tri/2stwresearch.htm
- Kohler P. D., Field S. Transition-focused education: Foundation for the future. The Journal of Special Education 2003; 37: 174–183
- Kraemer B. R., Blacher J. Transition for young adults with severe mental retardation: School preparation, parent expectations, and family involvement. Mental Retardation 2001; 39: 423–435
- Lehmann J. P., Bassett D. S., Sands D. J., Spencer K., Gliner J. A. Research translated into practices for increasing student involvement in transition-related activities. Career Development for Exceptional Individuals 1999; 22: 3–19
- Loyd R. J., Wehmeyer M. Self-determination. Career development and transition services: A functional life skills approach4th ed., Brolin D. E., Loyd R. J.. Pearson, Upper Saddle River, NJ 2004; 251–279
- Ludlow B. L., Turnbull, A. P., Luckasson, R.. Transitions to adult life for people with mental retardation: Principles and practices. Paul H. Brookes, Baltimore, MD 1988
- Mason J. Qualitative researching. Sage, London 1996
- Meadows D., Punch R., Elias G., Beamish W., Davies M. Literature review: School to post-school transition. 2005, Unpublished manuscript, Queensland Department of Education and the Arts and Griffith University, Brisbane, Australia
- Murray S. Families’ care work during the transition from school to post-school for children with severe disabilities. Family Matters 2007; 76: 24–29
- Phelps L. A., Hanley-Maxwell C. School-to-work transition for youth with disabilities: A review of outcomes and practices. Review of Educational Research 1997; 67: 197–226
- Porter J., Lacey P. Researching learning difficulties: A guide for practitioners. Paul Chapman, London 2005
- Queensland Government. Office of Economic and Statistical Research. 2009, Retrieved 24 May 2009 from http://www.oesr.qld.gov.au/
- Ramcharan P., Grant G. Views and experiences of people with intellectual disabilities and their families. (1) The user perspective. Journal of Applied Research in Intellectual Disabilities 2001; 14: 348–363
- Riches V., Parmenter T. R., Robertson G. Youth with disabilities in transition from school to community. Macquarie University, Unit for Community Integration Studies, School of Education, Sydney, NSWAustralia 1996
- Smart M. Transition planning and the needs of young people and their carers: The alumni project. British Journal of Special Education 2004; 31: 128–137
- Smith A. E. Leximancer (Version 2.2) [Computer Software]. University of Queensland, Centre for Human Factors and Applied Cognitive Psychology, BrisbaneAustralia 2005
- Smith A. E., Humphreys M. S. Evaluation of unsupervised semantic mapping of natural language with leximancer concept mapping. Behavior Research Methods 2006; 38: 262–279
- Smith S. C., Bost L. W. Collecting post-school outcome data: Strategies for increasing response rates. 2007, Retrieved 25 August 2008 from the National Post-School Outcomes Center Web site: http://www.psocenter.org
- Wehmeyer M. L., Palmer S. B. Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities 2003; 38: 131–144
- Wells T., Sandefur G. D., Hogan D. P. What happens after the high school years among young persons with disabilities?. Social Forces 2003; 82: 803–832