中華民國殘障聯盟(2007)：身心障礙者e能館，殘盟簡介 http://www.enable.org.tw/
內政部(2003)：身心障礙者保護法。http://sowf.moi.gov.tw/05/b.htm
行政院(2002) ：身心障礙者生涯轉銜服務整合實施方案。http://sowf.moi.gov.tw/05/b2/身心障礙者生涯轉銜服務整合實施方案.htm
行政院勞委會(2002)：身心障礙者就業轉銜服務實施要點。http://www.evta.gov.tw/lawevta/205053.html
教育部(2002)：各教育階段身心障礙學生轉銜服務實施要點。http://123.littles.net/law/law/91032501.htm
教育部(2002)：各教育階段身心障礙學生轉銜服務流程。
教育部(2001)：特殊教育法。http://www.nknu.edu.tw/~sec/law1.htm
教育部(2003)：特殊教育施行細則。http://www.nknu.edu.tw/~sec/law2.htm
教育部(2007)：特教通報網。http://www.set.edu.tw/frame.asp
教育部(2001)：身心障礙及資賦優異學生鑑定原則鑑定基準。http://www.nknu.edu.tw/~sec/law3.htm
教育部(2001)：高級中學輔導辦法。http://law.moj.gov.tw/Scripts/Query4A.asp?FullDoc=all&Fcode=H0060005
教育部(2004)：修正國民教育法施行細則http://law.moj.gov.tw/Scripts/Newsdetail.asp?NO=1H0070008
教育局(2006)：台北市政府教育局與醫療機構合作辦理嚴重情緒障礙特殊教育班實施計劃。http://www.edunet.taipei.gov.tw/public/pub2_content.asp?SEQ=5427
衛生署(2002)：身心障礙等級。衛生法規資料檢索系統。http://sowf.moi.gov.tw/05/b2/%E8%BA%AB%E5%BF%83%E9%9A%9C%E7%A4%99%E7%AD%89%E7%B4%9A.htm
王天苗(1998)：障礙者家庭研究與實務。身心障礙教育研討會手冊, 頁69-81。
王文科(2000)：質的研究的問題與趨勢。中正大學教育研究所編，質的研究方法 。高雄：麗文。
王明泉(2003)：高職階段智能障礙學生自我決策能力教學方案成效之研究。 台東師院學報，14，頁139-168。石樹慧. (2001)：療養院嚴重情緒障礙班學員的生活經驗。 台北，國立台灣師範大學特殊教育研究所，碩士論文。
余禮娟(2001)：身心障礙社會福利機構智能障礙就業青年自我決策之研究。彰化，國立彰化師範大學特殊教育研究所，碩士論文。
周玫君、林宏熾(2004)：身心障礙父母參與轉銜服務的理念與實務，特殊教育季刊，92：24-31。何華國(2004)：行為異常兒童。特殊兒童心理與教育。頁271-310，台北：五南。
林宏熾(2002)：轉銜計畫在身心障礙福利服務的運用與發展，社區發展季刊，97，60-79。林宏熾(2003)：身心障礙者生涯與職業教育。林宏熾編，身心障礙者生涯規劃與轉銜教育，頁67-108，台北：五南。林燕玲(1999)：直接教學模式對青春期嚴重情緒障礙學生社會技巧教學成效之研究。台北，國立台灣師範大學特殊教育研究所，碩士論文。
洪儷瑜(1997)：必也正其名乎--行為異常 性格異常 情緒障礙或嚴重情緒困擾? 中華民國特殊教育學會編，身心障礙教育的革新與展望：開發潛能再創新機, 頁153-165，台北：心理。胡幼慧(1996)：轉型中的質性研究： 演變、批判和女性主義研究觀點。 胡幼慧主編，質性研究:理論、方法及本土女性研究實例， 頁7-26， 台北：巨流。
吳芝儀、李奉儒 譯(2000)：質的評鑑與研究，質的研究中之變異：理論導向，頁 49-72，台北：桂冠。Patton, M. Q. (1995). Qualitative evaluation and research methods.
高勳芳、林盈助、王向葵 譯(2001)：質化研究設計：一種互動取向的研究方法，台北 心理出版社。Maxwell, J. A. (1996). Qualitative research design: An Interactive approach. London: Sage.
黃光雄 主譯(2004)：質性教育研究理論與方法，嘉義 濤石出版。Bogdan, R. C., & Biklen, S. K. (2001). Qualitative research for education: An introduction to theory and methods.
黃瑞琴(2002)：質的教育研究法。台北：心理。
陸瑞玲、張阿雪、張曉雲、陳映雪(2005)：降低情緒障礙青少年日間留院特教班曠課率之分析。身心障礙研究， 3(2)，169-181。
張苙雲(1998)：醫療與社會—醫療社會學的探索，台北：巨流。陳明聰(2002)：父母參與，林寶貴主編，特殊教育理論與實務，頁513-555，台北：心理。
陳璦秋(2002)：蘭亭書苑的特色和教育目標，身心障礙者服務資訊網。
http://disable.yam.org.tw/newsletters/din035/news08.htm
黃蕙蓮(2005)：高職特教班就業轉銜服務現況與相關因素之探討。台北，國立台灣師範大學特殊教育學系，在職進修班碩士論文。
楊詠雯、林宏熾、林示安、周穎馨、柯馨絮(2005)：自閉症青年自我決策狀況之分析--以台灣中部地區為例。身心障礙研究，3(2)，頁102-112。
梁福鎮(2000)：詮釋學方法及其研究在教育研究上的應用。中正大學教育研究所編，質的研究方法 。高雄：麗文。
畢恆達(1996)：詮釋學與質性研究。胡幼慧主編，質性研究:理論、方法及本土女性研究實例 。台北：巨流。
畢恆達(1996)：詮釋學與質性研究/ 畢恆達〔XXC@Note〕
畢恆達(1996)：經驗研究的反省:詮釋學的觀點 from www.bp.ntu.edu.tw/WebUsers/hdbih/new_page_14.htm
溫明麗(2003)：詮釋典範與教育研究，教育研究方法論學術研討會，國立台灣師範大學教育研究中心，台北。
劉佩嘉(2004)：高職特教班智能障礙學生自我決策之研究。彰化，國立彰化師範大學特殊教育研究所，碩士論文。劉佩嘉(2004)：誰才是真正的做決定者：自我決策對重度障礙者之重要性。特殊教育季刊 92：32-36。毆怡君(2002)：高雄市特殊學校高職部智能障礙學生家長對子女轉銜課程服務意見之研究。 台北，國立台灣師範大學特殊教育在職進修班碩士論文。
Armstrong, K. H., Dedrick, R. F., & Greenbaum, P. E. (2003). Factors associated with community adjustment of young adult with serious emotional disturbance: a longitudinal analysis. Journal of Emotional and Behavioral Disorders, 11(2), 66-76.
Bauer, A. M., & Shea, T. M. (1999). Learners with emotional and behavioral disorders: An introduction. Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.
Boreson, L. (2006). Transition to Adulthood: Resources for teachers working with students with emotional behavioral disabilities (EBD). http://dpi.wi.gov/sped/doc/ebdtransit.doc
Brodwin, M., Parker, R. M., & DeLaGarza, D. (2003). Disability and accommodation. In E. M. Szymanski & R. M. Parker (Eds.), Work and disability: Issues and strategies in career development and job placement (second ed., pp. 201-246). Austin, TX: Pro-ed.
Bullis, M., & Cheney, D. (1999). Vocational and transition Interventions for adolescents and young adults with emotional or behavioral disorders. Focus on Exceptional Children, 31(7), 1-24.
Bullis, M., & Fredericks, H. D. (Eds.). (2002). Vocational and transition services for adolescents with emotional and behavioral disorders: Strategies and best practices. Champaign, IL: Research Press.
Chandler, S. K., Simmons, K. E., & Hollingsworth, D. K. (2004). Adolescents with emotional and behavioral disorders. In T. F. Harrington (Ed.), Handbook of career planning for students with special needs (Third ed., pp. 163-197). Austin TX: Pro-Ed.
Clark, H. B., Belkin, M. T., Obradovich, L. D., Casey, R. E., Gagnon, R., Caproni, P., et al. (2002). Transition from school to community: navigating rough waters. In K. L. Lane, f. m. Gresham & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 299-316). Boston: Allyn and Bacon.
Cooper, J. E. (1994). Pocket guide to the ICD-10 classification of mental and behavioral disorders with glossary and diagnostic criteria for research. New York: Churchill Livingstone.
Creswell, J. W. (2002). Quantitative and qualitative approach. In J. W. Creswell (Ed.), Educational research: Planning, conducting, and evaluating quantitative and qualitative research (pp. 42-64). Upper Saddle River, NJ: Merrill Prentice Hall.
Cullinan, D., Osborne, S., & Epstein, M. H. (2004). Characteristics of emotional disturbance among female students. Remedial and Special Education, 25(5), 276-290.
Cullinan, D., & Sabornie, E. J. (2004). Characteristics of emotional disturbance in middle and high school students. Journal of Emotional and Behavioral Disorders, 12(3), 157-167.
Deschenes, N., & Clark, H. B. (2001). Best practices in transition programs for youth with emotional and behavioral difficulties, Focal Point Articles-Research & Training Center on Family Support and Children's. http://www.rtc.pdx.edu/FPinHTML/FocalPointSP01/pgFPsp01BestPractices.shtml
Dettmer, P., Thurston, L. P., & Dyck, N. (2002). Consultation, collaboration, and teamwork for students with special needs (Forth ed.). Boston: Allyn and Bacon.
Flexer, R. W. (2001). History and transition legislation. In R. W. Flexer, T. J. Simmons, P. Luft & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (pp. 2-37). Upper Saddle River, NJ: Merrill Prentice Hall
Flexer, R. W., McMahan, R. K., & Baer, R. (2001). Transition models and best practices In R. W. Flexer, T. J. Simmons, P. Luft & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (pp. 38-68). Upper Saddle River, NJ: Merrill Prentice Hall.
Flexer, R. W., & Luft, P. (2001). Transition assessment and postschool Outcomes. In R. W. Flexer, T. J. Simmons, P. Luft & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (pp. 197-226). Upper Saddle River, NJ: Merrill Prentice Hall.
Friend, M., & Cook, L. (2003). Family. In M. Friend & L. Cook (Eds.), Interactions: Collaboration skills for school professionals (pp. 215-245). Boston: Allyn and Bacon.
Greene, G. (2003). Best practice in transition. In G. Greene & C. A. Kochhar-Bryant (Eds.), Pathways to successful transition for youth with disabilities (pp. 154-196). Upper Saddle River, NJ: Merrill Prentice Hall.
Izzo, M. V., & Lamb, P. (2003). Developing self-determination through career development activities: implications for vocational rehabilitation counselors. Journal of Vocational Rehabilitation, 19, 71-78.
Johnson, D. R., Stodden, R. A., Emanuel, E. J., Luecking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68(4), 519-531.
Kauffman, J. M. (1999). Commentary: Today's special education and its messages for tomorrow. The Journal of Special Education, 32(4), 244-254.
Kauffman, J. M. (1999). How we prevent the prevention of emotional and behavioral disorders. Exceptional Children, 65(4), 448--468.
Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders of children and youth. Upper Saddle River, NJ: Merrill Prentice Hall.
Kochhar-Bryant, C. A. (2003). Introduction to transition. In G. Greene & C. A. Kochhar-Bryant (Eds.), Pathways to successful transition for youth with disabilities (pp. 2-32). Upper Saddle River, NJ: Merrill Prentice Hall.
Kochhar-Bryant, C. A. (2003). Federal legislation and state initiatives supporting transition services. In G. Greene & C. A. Kochhar-Bryant (Eds.), Pathways to successful transition for youth with disabilities (pp. 64-106). Upper Saddle River, NJ: Merrill Prentice Hall.
Kohler, P. D., & Field, S. (2003). Transition-Focused education: foundation for the future. The Journal of Special Education 37(3), 174-183.
Kohler, P. D., & Rusch, F. R. (1995). Secondary educational programs and transition perspectives. In M. C. Wang, M. C. Reynolds & H. J. Walberg (Eds.), Handbook of special and remedial education: research and practice (Second ed., pp. 107-130). Oxford: Pergmon.
Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What is special about special education for students with emotional or behavioral disorders? The Journal of Special Education, 37(3), 148-156.
Lane, K. L., & Carter, E. W. (2006). Supporting transition-age youth with and at risk for emotional and behavioral disorder at the secondary level: a need for further inquiry. Journal of Emotional and Behavioral Disorders, 14(2), 66-70.
Laragy, C. (2004). Self-determination within Australian school transition programs for students with a disability. Disability & Society, 19(5), 519-530.
Lehman, C. (2002). Introduction and overview. In M. Bullis & H. D. Fredericks (Eds.), Vocational and transition services for adolescents with emotional and behavioral disorders: Strategies and Best Practices (pp. 1-12). Champaign, IL: Research Press.
Loyd, R. J., & Wehmeyer, M. (2004). Self-Determination. In D. E. Brolin & R. J. Loyd (Eds.), Career development and transition services: A Functional life skills approach (Fourth ed., pp. 251-279). Upper Saddle River, NJ: Pearson Education, Inc.
Loyd, R. J., Wehmeyer, M., & Davis, S. (2004). Family Support. In D. E. Brolin & R. J. Loyd (Eds.), Career development and transition services: A Functional life skills approach (Fourth ed., pp. 94-116). Upper Saddle River, NJ: Pearson Education, Inc.
Mark, T. L., & Buck, J. A. (2006). Characteristics of U.S. youths with serious emotional disturbance: data from the national health interview survey. Psychiatric Services, 57, 1573-1578.
Martin, J. E., Marshall, L. H., & Pry, R. L. D. (2001). Participatory decision-making: innovative practices that increase student self-determination. In R. W. Flexer, T. J. Simmons, P. Luft & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (pp. 304-332). Upper Saddle River, NJ: Merrill Prentice Hall.
Martin, J. E., J. L. v. Dycke, et al. (2006). "Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidenced-based practice " Exceptional Children 72(3): 299-316.
Morningstar, M. E., Kleinhammer-Tramill, P. J., & Lattin, D. L. (1999). Using successful models of student-centered transition planning and services for adolescents with disabilities. Focus on Exceptional Children, 31(9).
Newman, L. (2005). Family involvement in the educational development of youth with disabilities. Menlo Park: U.S. Office of special Education Program. http://www.nlts2.org/reports/2005_03/index.html
NICHCY. (2004). Emotional Disturbance, http://www.nichcy.org/
OECD. (2003). Diversity, inclusion and equity: Insights from special needs provision: Education Policy Analysis 2003. OECD.
OECD. (2003). Career guidance: New ways forward: Education Policy Analysis 2003.OECD.
Patton, J. R. (2004). Transition: Process, practice, and perspectives. In A. M. Sorrells, H. J. Rieth & P. T. Sindelar (Eds.), Critical issues in special education: Access, diversity, and accountability (pp. 180-204). Boston: Allyn and Bacon.
Paul, J. L., & Cranston-Gingras, A. (2002). To improve or reconstruct special education: issues facing the field. In J. L. Paul, C. D. Lavely, A. Cranston-Gingras & E. L. Taylor (Eds.), Rethinking professional Issues in special education (pp. 1-14). London: Ablex Publishing.
Peterson, R. L. (1995). Learners with emotional or behavioral difficulties. In M. C. Wang, M. C. Reynolds & H. J. Walberg (Eds.), Handbook of special and remedial education: Research and practice (Second ed., pp. 243-280). Oxford: Pergamon.
Polsgrove, L., & Ochoa, T. (2004). Trends and issues in behavioral interventions. In A. M. Sorrells, H. J. Rieth & P. T. Sindelar (Eds.), Critical issues in special education: Access, diversity, and accountability (pp. 154-179). Boston: Allyn and Bacon.
Powers, L. E. (2005). Self-determination by individuals with severe disabilities: Limitations or excuses? Research & Practice for Persons with Severe Disabilities, 30(3), 168-172.
Reddy, L. A., & Richardson, L. (2006). School-based prevention and intervention programs for children with emotional disturbance. Education and Treatment of Children, 29(2), 379-404.
Reid, R., Gonzalez, J. E., Nordness, P. D., Trout, A., & Epstein, M. H. (2004). A Meta-analysis of the academic status of students with emotional/behavioral disturbance. The Journal of Special Education, 38(3), 130-143.
Reynolds, C. R., & Flectcher-Janzen, E. (2002). Parents of the handicapped. In Concise encyclopedia of special education: A Reference for the education of handicapped and other exceptional children and adults (Second ed., pp. 703-704). Hoboken, NJ: John Wiley & Sons, Inc.
Reynolds, C. R., & Flectcher-Janzen, E. (2002). Family response to a child with disabilities. In Concise encyclopedia of special education: A Reference for the education of handicapped and other exceptional children and adults (Second ed., pp. 388). Hoboken, NJ: John Wiley & Sons, Inc.
Rose, S. M., & Moore, V. L. (1995). Case management. In NASW (Ed.), Encyclopedia of Social Work (Vol. 19th, pp. 335-340). Washington, DC: NASW.
Sabornie, E. J., Cullinan, D., Osborne, S. S., & Brock, L. B. (2005). Intellectual, academic, and behavioral functioning of students with high-incidence disabilities: A cross-categorical meta-analysis. Exceptional Children, 72(1), 47-63.
Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing characteristics of high-incidence disability groups: A descriptive review. Remedial and Special Education, 27(2), 95-104.
Sitlington, P. L., Clark, G. M., & Kolstoe, O. P. (2000). Transition assessment. In P. L. Sitlington, G. M. Clark & O. P. Kolstoe (Eds.), Transition education and services for adolescents with disabilities (pp. 102-135). Boston: Allyn and Bacon.
Sitlington, P. L., Clark, G. M., & Kolstoe, O. P. (2000). Students and families: Key participants in high school programs for students with special needs. In P. L. Sitlington, G. M. Clark & O. P. Kolstoe (Eds.), Transition education and services for adolescents with disabilities (pp. 70-101). Boston: Allyn and Bacon.
Skrtic, T. M. (1995). Disability and democracy: Reconstructing (Special) education for postmodernity. New York: Teachers College, Columbia University.
Smith, D. D. (2006). Emotional or behavioral disorders. In D. D. Smith (Ed.), Introduction to special education: Teaching in an Age of opportunity( IDEA 2004 Update Edition) (Fifth ed., pp. 256-297). Boston: Allyn and Bacon.
Soriano, V. (2006). Individual transition plans: Supporting the move from school to employment, from http://europa.eu.int/comm/dgs/education_culture/index_en.htm
Steere, D. E., Rose, E., & Cavaiuolo, D. (2007). Transition to adult life for students with disabilities: foundations, definitions, and legislation In D. E. Steere, E. Rose & D. Cavaiuolo (Eds.), Growing up: Transition to adult life for students with disabilities (pp. 8-23). Boston: Allyn and Bacon.
Steere, D. E., Rose, E., & Cavaiuolo, D. (2007). Epilogue. In D. E. Steere, E. Rose & D. Cavaiuolo (Eds.), Growing up: Transition to adult life for students with disabilities (pp. 313-321). Boston: Allyn and Bacon.
Steere, D. E., Rose, E., & Cavaiuolo, D. (2007). Student perspectives and involvement in transition Boston: Allyn and Bacon.
Steere, D. E., Rose, E., & Cavaiuolo, D. (2007). Families' perspectives and involvement in transition Boston: Allyn and Bacon.
Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Introduction to transition. In Transition methods for youth with disabilities: Includes the IDEA improvement act (pp. 2-31). Upper Saddle River, NJ: Merrill Prentice Hall.
Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Best practices and future issues in transition. In Transition methods for youth with disabilities: Includes the IDEA improvement act (pp. 32-59). Upper Saddle River, NJ: Merrill Prentice Hall.
Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities: Includes the IDEA improvement act. Upper Saddle River, NJ: Merrill Prentice Hall.
The Arc (2000). The Individuals with Disabilities Education Act: Transition from school to work and community life. http://www.thearc.org/faqs/qa-idea-transition.html
Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003). Research on the academic status of children with emotional and behavioral disorders: a review of the literature from 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11(4), 198-210.
Turnbull, A. P., & Turnbull, H. R. (2002). From the old to the new paradigm of disability and families: Research to enhance family quality of life outcome. In J. L. Paul, C. D. Lavely, A. Cranston-Gingras & E. L. Taylor (Eds.), Rethinking professional issues in special education (pp. 83-149). London: Ablex Publishing.
Turnbull, A., Turnbull, R., Erwin, E., & Soodak, L. (2006). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (Fifth ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Turner, L. (2001). Family involvement In R. W. Flexer, T. J. Simmons, P. Luft & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (pp. 386-414). Upper Saddle River, NJ: Prentice-Hall, Inc.
Wagner, M., & Davis, M. (2006). How are we preparing students with emotional disturbance for the transition to young adulthood? Findings from the national longitudinal transition study-2. Journal of Emotional and Behavioral Disorders, 14(2), 86-98.
Wagner, M., Friend, M., Bursuck, W. D., Kutash, K., Duchnowski, A. J., Sumi, W. C., et al. (2006). Educating students with emotional disturbances: A national perspective on school programs and services. Journal of Emotional and Behavioral Disorders, 14(1), 12-30.
Wagner, M., Kutash, K., Duchnowski, A. J., & Epstein, M. H. (2005a). The Special education elementary longitudinal study and the national longitudinal transition study: study designs and implications for children and youth with emotional disturbance. Journal of Emotional and Behavioral Disorders, 13(1), 25-41.
Wagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., & Sumi, W. C. (2005b). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavioral Disorders, 13(2), 79-96.
Wagner, M. (1995). Outcomes for youths with serious emotional disturbance in secondary school and early adulthood. The Future of Children, 5(2), 90-112.
Walter, U. M., & Petr, C. G. (2004). Promoting successful transitions from day school to regular school environments for youths with serious emotional disorders. Children & Schools, 26(3), 175-180.
Wehman, P. (2001). Transition in the new millennium. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (Third ed., pp. 3-33). Baltimore: Paul H Brookes.
Wehman, P. (2001). Applications for youth with emotional and behavior disorders. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (Third ed., pp. 399-425). Baltimore: Paul H Brookes.
Wehmeyer, M. L. (2001). Self-determination and transition. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (Third ed., pp. 35-60). Baltimore: Paul H. Brookes.
Wehmeyer, M. L. (2002). Self-determined assessment: Critical components for transition planning. In C. L. Sax & C. A. Thoma (Eds.), Transition assessment: Wise practices for quality lives (pp. 25-38). Baltimore: Paul H. Brookes.
Wehmeyer, M. L., Agran, M., & Hughes, C. (2003). Teaching self-determination to students with disabilities: Basic skill for successful transition. Baltimore: Paul H. Brookes.
Yell, M. L. (Ed.). (2006). The Law and special education (Second ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Ysseldyke, J. E., Algozzine, B., & Thurlow, M. L. (2000a). Definitional debate. In Critical issues in special education (Third ed., pp. 93-118). Boston: Houghton Mifflin.
Ysseldyke, J. E., Algozzine, B., & Thurlow, M. L. (2000b). Transition. In Critical issues in special education (Third ed., pp. 231-255). Boston: Houghton Mifflin.