Bakken, Jeffrey P., & Obiakor, Festus E. (2008). Transition Planning for Students With Disabilities: What Educators and Service Providers Can Do. Reviewed by Veda Jairrels, Clark Atlanta University

Bakken, Jeffrey P., & Obiakor, Festus E. (2008). Transition Planning for Students With Disabilities: What Educators and Service Providers Can Do. Springfield, IL: Charles C Thomas Pp. 199         ISBN 978-0-398-07789-1 Reviewed by Veda Jairrels Clark Atlanta University August 14, 2008 Both of the authors of this book are respected educators who are well known in the field of special education. Dr. Bakken is Professor and Chair of the Department of Special Education at Illinois State University. Dr. Obiakor is Professor and Coordinator of Graduate Programs in the Department of Exceptional Education at the University of Wisconsin-Milwaukee. Together, they have over 200 publications. These educators have also made numerous local, state, regional, national, and international conference presentations. The authors’ purpose in writing this book was to discuss all essential aspects of transition planning. The 12 chapters in the book focus on the definition of transition; transition models; issues relevant to the culturally and linguistically diverse; the selection of appropriate assistive technology; the development of transition plans; collaboration with families; career development and job training; technical and postsecondary education; and outcomes related to transportation, social issues, leisure, and independent living. It was written to be used as a primary or supplementary textbook for undergraduate and graduate special education courses focusing on transition. One of the best features of the book is the interesting case or vignette that is presented at the beginning of each chapter. These vignettes can serve as a catalyst for class discussions. After the authors presented the case, however, they rarely mentioned it again. I wish that they had discussed the vignettes throughout the chapters. The concepts presented in the chapters could have been applied and discussed in relation to the specifics of each case. This type of application of the concepts to the vignette occurred in Chapter 4, but more of the chapters could have also used this type of analysis and application. Another distinguishing feature of this book is the exceptionally appropriate use of tables. The tables clearly present the information in a concise format that enhances understanding for the reader. The information appears to be immediately useful to teachers and transition specialists, with little or no revision needed. For example, one table in Chapter 4 provides a framework for selecting and evaluating assistive technology. Another table in Chapter 6 presents practical strategies for collaborating with parents during the transition process. A table also provides educators with questions that they can ask parents during transition meetings. These questions are important because the authors suggest that they can help build rapport. The authors relied on the work of many prominent educators and researchers to write this book. A review of the index indicates a list of names comprising a who’s who of special education. Therefore, this book is a significant addition to the body of literature regarding transition and compiles important information and strategies into one resource. The book is well-written and provides clear definitions of terms and explanations of concepts that are often used in the literature, but seldom adequately defined. For example, in Chapter 11, the authors provide descriptions of different types of living arrangements, such as group homes and intermediate care facilities. In Chapter 12, which focuses on postsecondary education outcomes, they provide information about the Free Application for Federal Student Aid (FASFA) and even give a website from where the FASFA can be retrieved. Throughout the book, practical suggestions are offered that teachers and administrators can readily adopt into the curriculum. For example, in Chapter 4, the authors provide definitions of no-tech, low-tech, and high-tech devices. They suggest that educators consider use of devices at the lower end of the spectrum first, because they may actually be more appropriate for students with disabilities. In this chapter, the authors detail the process to select assistive technology, step by step. Chapter 3, which focuses on transition issues and the culturally and linguistically diverse, is very impressive because it attempts to dispel misconceptions that educators may have about parents from diverse backgrounds. The authors explain that parental passivity may reflect resignation in dealing with the bureaucracy, as opposed to a lack of concern for their children. They try to enlighten educators as to the perspective of the parents. This chapter can possibly initiate thought provoking discussions among pre-service and in-service teachers. Chapter 7 focuses on job and career development. It explains such concepts as supported and competitive employment. The authors also describe different transition-related professionals who may provide services to students with disabilities. The authors present job search methods such as networking, and also discuss the resume and the interview. They advise job applicants not to discuss reasonable accommodations during the interview. They suggest that the applicants discuss accommodations after obtaining the job. Chapter 10 is an important chapter because it is focused on transportation education and leisure/recreation outcomes. In this chapter, the authors define travel training, discuss skills that students need, and provide guidelines for travel training. They also discuss barriers that may hinder planning a leisure curriculum for students with disabilities. The book also provides resources that educators, transition specialists, and parents may find useful. The authors list several websites that are relevant to assistive technology (Chapter 4) and collaboration with families (Chapter 6). This book covers all aspects of issues related to transition planning. After reading it, I could not think of an area that was not adequately discussed. Parents of children with disabilities might also find it to be a helpful resource book, because of the information presented regarding transportation, career development, postsecondary outcomes, and independent living. In spite of the relative brevity of the book (166 pages, excluding the table of contents, references, and index), I believe it could be used as the primary textbook for a course focusing on transition issues. About the Reviewer Veda Jairrels, J.D., Ph.D. is a Professor of Exceptional Education at Clark Atlanta University in Atlanta, GA. Her research interests focus on educational issues pertinent to cultural diversity. She taught in the New York City public schools and is licensed to practice law in Pennsylvania.