Transition Planning for Culturally and Linguistically Diverse Youth

Gary Greene, Ph.D., Professor, California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, California 90840 Dr. Greene is a tenured full professor of special education at California State University, Long Beach, where he trains public school special education teachers in how to accommodate youth with special needs in general and special education classrooms. He also works as a special education consultant for the U.S. Department of State, Division of Overseas Schools. Dr. Greene has traveled extensively throughout the world conducting international school site reviews, as well special education teacher and parent trainings. He has been teaching and supervising classroom teachers since the mid-1980s. Dr. Greene has a strong background in teaching youth with disabilities, having worked as a resource specialist for 10 years in the public schools with children with learning disabilities. He has teaching credentials in both general and special education, a bachelor's degree in psychology from University of California, Los Angeles, a master's degree in special education from the University of Southern California, and a doctoral degree in special education from the University of California, Riverside. He also holds an administrative services credential. Dr. Greene has an extensive list of publications and has conducted numerous local, state, national, and international presentations on a variety of subjects related to special education. In 2003, he coauthored a college textbook on the topic of transition of youth with disabilities from school to quality adult life titled "Pathways to Successful Transition for Youth with Disabilities" (with Carol A. Kochhar-Bryant, Merrill-Prentice Hall). A second edition of that book was published in 2009 titled "Pathways to Successful Transition for Youth with Disabilities: A Developmental Approach" (Merrill/Pearson). Teresa Grossi, Ph.D., is Director of the Center on Community Living and Careers at the Indiana Institute on Disability and Community at Indiana University. Debra Hart is the Director of the Education and Transition Team for the Institute for Community Inclusion at the University of Massachusetts, Boston. She serves as the Principal Investigator for the NIDRR funded Center on Postsecondary Education for Individuals with Intellectual Disabilities, the ADD funded Consortium on Postsecondary Education for Individuals with Developmental Disabilities and Office of Postsecondary Education funded National Coordinating Center. Debra has over 25 years of experience working with youth and adults with disabilities, their families, faculty, and professionals that support youth in becoming contributing valued members of their community via participation in inclusive secondary and postsecondary education, and competitive employment. Since 1997, Ms. Hart has directed five federal grants designed to create access to postsecondary education for youth with intellectual disabilities. Dr. David W. Test, Ph.D. Professor of Special Education at the University of North Carolina at Charlotte, teaches courses in single subject research, transition, classroom management, and professional writing. The majority of Dr. Test's publications have focused on self-determination, transition, community-based training, and supported employment. Along with Dr. Nellie Aspel and Dr. Jane Everson he wrote the first transition methods textbook titled "Transition Methods for Youth with Disabilities." Dr. Test currently serves as a Co-Principle Investigator (with Dr. Paula Kohler and Dr. Larry Kortering) of the National Secondary Transition Technical Assistance Center, Co-Director on the North Carolina Indicator 14, Postschool Outcomes Project (with Dr. Claudia Flowers), and the UNC Charlotte Doctoral Leadership Personnel Preparation Program (with Dr. Diane Browder). He and Dr. Bob Algozzine currently serve as co-