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The facts ma’am just the facts: Social security disability benefit programs and work incentives

by Vicki Brooke & Jennifer McDonough

Brooke, V. & McDonough, J. (2008). The facts ma’am just the facts: Social security disability benefit programs and work incentives. Teaching Exceptional Children, 41(1), .
https://doi.org/10.1177/004005990804100107

Teachers and parents of children with disabilities are concerned and therefore focus on the eventual transition from the planned and orderly surroundings of school to the postschool world of adult living and all that it entails. The multiple services and supports that a child needs while in school prove to be a necessary support when the school program comes to an end and there is a transition to pursue postsecondary education, employment, and adult social involvement in the community. Serving as a blueprint for this ultimate transition from the beginning of special education services is the student’s individualized education program (IEP). IEPs serve as one of the major guides for educational programs, and during the transition years it begins to contain transition specific information defined by the Individuals With Disabilities Education Act Amendments of 1997 (IDEA) regulations. Good transition plans reflect the student’s personal choices, preferences, and needs across a variety of domains including education, employment, community living, and recreational experiences.