Universal Design for Transition: The Educators' Guide for Equity-Focused Transition Planning (Paperback) (ISBN-13: 9781681256023)

LaRon A. Scott, Ed.D., received a bachelor of science degree in criminal justice, with a psychology minor, from Radford University in Virginia. He worked as a mental health/mental retardation case manager before completing a master's degree in education from Virginia Commonwealth University (VCU). Qualified in special education and mental health, LaRon continues his career, which includes working with at-risk and children and adolescents with special needs by serving as an intensive in-home counselor and special education teacher. Mr. Scott teaches students with disabilities in both academic and community settings. He continues to guest lecture in graduate-level courses at VCU on universal design for learning and self-determination. He was recently named the special education department chairperson at the school where he is employed. In 2007, Mr. Scott received the Iva Dean Cook Teacher of the Year Award, given by the Division on Career Development and Transition of the Council for Exceptional Children.

Colleen A. Thoma, Ph.D., earned her doctoral degree from Indiana University, where she began her research on self-determination in transition planning. She is currently Associate Professor in the Department of Special Education and Disability Policy and Director of Doctoral Studies in the School of Education at Virginia Commonwealth University (VCU) in Richmond. She teaches courses on disability policy, transition and secondary education, curriculum and instruction, and characteristics of students with intellectual and/or developmental disabilities. Her research interests include preparation of teachers to support selfdetermined transition planning, student-directed individualized education program development, and the impact of student self-determination on transition and academic outcomes. She has mentored doctoral candidates at VCU (including her co-author, Dr. Christina Bartholomew) in their own research on self-determination, teacher preparation, and transition services. Dr. Thoma's scholarship, teaching, and service have focused primarily in the areas of self-determination, transition planning and services, and teacher preparation. She co-authored a book on transition assessment with Dr. Caren Sax, Transition Assessment: Wise Practices for Quality Lives (Paul H. Brookes Publishing Co., 2002), and has authored or co-authored more than 40 peerreviewed journal articles, book chapters, and technical reports. She is a frequent presenter at major national conferences, with more than 100 peerreviewed presentations over the past 10 years. She is the recipient of VCU School of Education's award for Distinguished Scholarship (2007). Her leadership in the field of transition services also included 5 years on the executive board of the Division on Career Development and Transition, a division of the Council for Exceptional Children, including 1 year as President.

Christina C. Bartholomew, Ph.D., earned her doctoral degree from Virginia Commonwealth University (VCU) in Richmond in December 2007. Prior to enrolling in the doctoral program, she worked as a special educator in the Commonwealth of Virginia. During her teaching experience, she worked with students with disabilities in both academic and employment settings. She has served as the student representative on the board of the Council for Exceptional Childrenâ (TM)s Division on Career Development and Transition and was awarded the Phi Kappa Phi Honor Society Scholarship Award for VCUâ (TM)s School of Education in 2006. Dr. Bartholomew has worked on a statewide project promoting the instruction of self-determination skills in secondary settings and has created and implemented professional development seminars for middle school teachers in the areas of coteaching, collaboration, and assessment practices. Dr. Bartholomew has taught several graduate-level courses in secondary and transition programming, co-teaching and collaboration, instructional methods for individuals with intellectual disabilities, and trends and characteristics in special education. She has presented at numerous state and national conferences on self-determination, student-led individualized education programs, and linking transition to academic goals and instruction. She has conducted dissertation research in the area of teacher perceptions of school and classroom influences on their support for student self-determination, and she has coauthored articles for educational journals. She currently works in the field of special education as an adjunct instructor at VCU and as an educational consultant.