Abstract
Growing recognition that youth with disabilities are disproportionally represented in juvenile justice systems around the world and the high rates of recidivism have led the field to examine practices and policies that have the potential to positively impact outcomes. For over two decades, professionals working with the general population of youth with disabilities have relied on the Taxonomy for Transition Programming for critical guidance in supporting education and service delivery decisions. Recently, the Taxonomy was revised to include the latest evidence of effective practices for working with youth with disabilities as well as other youth at-risk for not achieving successful adult outcomes. The evidence-based and promising practices included in the Taxonomy for Transition Programming 2.0 have the potential to provide a framework for professionals working with youth involved in the juvenile justice system that not only disrupts the school-to-prison pipeline, but also assists these young people to thrive and achieve their desired outcomes. This chapter provides the historical underpinnings of the original Taxonomy, describes the most recent evidence that informed the current version, and is followed by an overview of each area of the Taxonomy 2.0 and practices applicable to youth involved in the juvenile justice system.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Halpern, A. S. (1985). Transition: A look at the foundations. Exceptional Children, 51, 479–486.
Halpern, A. S. (1993). Quality of life as a conceptual framework for evaluating transition outcomes. Exceptional Children, 59, 486–498.
Individuals with Disabilities Education Act, USA. Pub. L. No. 101-476, 20 U.S.C. § 1400 (1990).
Kohler, P. D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107–121.
Kohler, P. D. (1996). Taxonomy for transition programming: Linking research and practice. Champaign, IL: Transition Research Institute, University of Illinois at Urbana-Champaign.
Kohler, P. D., De Stefano, L., Wermuth, T., Grayson, T., & McGinty, S. (1994). An analysis of exemplary transition programs: How and why are they selected? Career Development for Exceptional Individuals, 17, 187–202.
Kohler, P. D., & Chapman, S. (1999). Literature review on school-to-work transition. Champaign, IL: Transition Research Institute, University of Illinois at Urbana.
Kohler, P. D., & Field, S. (2003). Transition-focused education: Foundation for the future. Journal of Special Education, 37, 174–183.
Kohler, P. D., Gothberg, J. E., & Coyle, J. L. (2017). Using the Taxonomy for Transition Programming 2.0 to guide transition education. In A.L. Ellis (Ed.), Transitioning children with disabilities: From early childhood through adulthood. Sense Publishers.
Kohler, P. D., Gothberg, J. E., Fowler, C., & Coyle, J. L. (2016). Taxonomy for Transition Programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Kalamazoo, MI: Western Michigan University.
Mazzotti, V. L., Rowe, D. A., Kelley, K. R., Test, D. W., Kohler, P. D., & Kortering, L. J. (2009). Linking transition assessment and postsecondary goals. Teaching Exceptional Children, 42, 44–51.
Peters, M. T., & Heron, T. E. (1993). When the best is not good enough: An examination of best practice. The Journal of Special Education, 26, 371–385.
Rehabilitation Act (1973).
Rusch, F. R., Kohler, P. D., & Hughes, C. (1992). An analysis of OSERS-sponsored secondary special education and transitional services research. Career Development for Exceptional Individuals, 15, 121–143.
School-to-Work Opportunities Act (1994).
Wehman, P., Kregel, J., & Barcus, J. M. (1985). From school to work: A vocational transition model for handicapped students. Exceptional Children, 51, 25–37.
Will, M. (1984). OSERS programming for the transition of youth with disabilities: Bridges from school to working life. Washington, DC: U.S. Department of Education.
Workforce Innovation and Opportunity Act (1998).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Kohler, P., Gothberg, J., Coyle, J. (2018). The Taxonomy for Transition Programming 2.0 as Applied to Youth in the Juvenile Justice System. In: O’Neill, S. (eds) Incarcerated Youth Transitioning Back to the Community. Springer, Singapore. https://doi.org/10.1007/978-981-13-0752-2_3
Download citation
DOI: https://doi.org/10.1007/978-981-13-0752-2_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-0751-5
Online ISBN: 978-981-13-0752-2
eBook Packages: Law and CriminologyLaw and Criminology (R0)