Transitions, Disabilities and Inclusion: Articles, Books and Chapters

Articles

Strnadová, I., Dowse, L., Lowe, K., Danker, J., Classen, S. A., Tso, M., & Xavier, A. (2023). Primary to high school transition planning for students with disability: A systematic review. International Journal of Educational Research 120.
https://doi.org/10.1016/j.ijer.2023.102188

Books and Book Chapters

Strnadová, I., & Cumming, T. M. (2016). Lifespan transitions and disability: A holistic perspective. London: Routledge.

Strnadová, I., & Wehmeyer, M. (2022). Transitions, self-determination and twenty- first-century skills. Chapter 7. In Strnadová, I., Arthur-Kelly, M., & Foreman, P. (Eds.) (2022). Inclusion in Action. (6th ed., pp. 285-317). Cengage Learning: Australia.

Strnadová, I., Griller Clark, H., O’Neill, S. C., Cumming, T. M., Mathur, S. R., Wells, T. C., & Danker, J. (2022). Barriers to community re-entry for incarcerated youth: Stakeholders’ perspectives in Australia and the United States. In K. Scorgie & C. Forlin (Eds.). Transition programs for children and youth with diverse needs. The Emerald series, International Perspectives on Inclusive Education, Volume 18. (pp. 245-263). Emerald.

Strnadová, I. (2020). Forgotten but crucial aspects of transition planning for inclusion. In U. Sharma (Ed.), Oxford Encyclopedia of Education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1016 ISBN 9780190264093.

O’Neill, S.C., Cumming, T.M., Strnadová, I., & Grima-Farrell, C. (2018). Transitions from behind the fence to the community: The Australian experience. In S. C. O’Neill (Ed.). Incarcerated youth transitioning back to community: An international perspective (pp. 97-113). Singapore: Springer. doi:10.1007/978-981-13-0752-2_7

Strnadová, I. (2018). The role of family in supporting adjudicated youth transitioning from the juvenile justice system back into the community. In O’Neill, S. (Ed.). Incarcerated Youth Transitioning Back to Community: An International Perspective (pp. 59-76). Springer Nature Singapore Pte Ltd. doi: 10.1007/978-981-13-0752-2_5.

Cumming, T.M., O’Neill, S.C., & Strnadová, I. (2018). Students transitioning from juvenile justice settings back into school: Leadership perspectives. In Trimmer, K., Findlay, Y. S., & Dixon, R. (eds.). The Palgrave Handbook of Education Law for Schools. Palgrave/McMillan.

Danker, J., Strnadová, I., Tso, M., Loblinzk, J., Martin, A., & Cumming, T. (2023). ‘It will open your world up’: The role of mobile technology in promoting social inclusion among adults with intellectual disabilities. British Journal of Learning Disabilities, 51, 135-147. http://doi.org/10.1111/bld.12500 [IF.1.365; SJR 0.63, Q1 in Pediatrics] – Special issue: Transitions in the lives of people with intellectual disability.

Cumming, T. M., Strnadová, I., Boaden, N., Dew, A., Athanassiou, U. & Dowse, L. (2022). Policy context for transitions experienced by young people with complex support needs: Australian federal and state perspectives. Child and Youth Services.

Strnadová, I., Loblinzk, J., & Wehmeyer, M. (2021). Transitions in lives of people with intellectual disability. Editorial. British Journal of Learning Disabilities, 49, 263-270. DOI: 10.1111/bld.12413 [IF 1.365; SJR 0.633, Q1 in Paeditrics, h-index 39]

Strnadová, I., Loblinzk, J., & Danker, J. (2021). Importance of sex education for a successful post-school transition: Experiences of high school girls with intellectual disability. British Journal of Learning Disabilities, 49(3), 303-315. Doi: 10.1111/bld.12403

O’Neill, S. C., Strnadová, I., & Cumming, T. (2020). A conceptual framework for creating and evaluating transition plans for incarcerated youth. Journal of Applied Juvenile Justice, 7, 131-155. http://npjs.org/jajjs/wp-content/uploads/2020/02/ONeill-Transition-Plans.pdf

Cumming, T., Strnadová, I, & Danker, J. (2020). Transitions of students with autism and intellectual disabilities in inclusive settings: The nexus between recommended and actual practice. Australasian Journal of Special and Inclusive Education, 44(1), 28-45. https://doi.org/10.1017/jsi.2020.1

Strnadová, I. (2019). Transitions in the lives of older adults with intellectual disabilities: “Having a sense of dignity and independence”. Journal of Policy and Practice in Intellectual Disabilities, 16(1), 58-66. doi: 10.1111/jppi.12273.

Chandroo, R. C., Strnadová, I., & Cumming, T. M. (2018). A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment. Research in Developmental Disabilities, 83, 8-17. doi: 10.1016/j.ridd.2018.07.011

Cumming, T., Strnadová, I., & O’Neill, S. C. (2018). Transition planning processes for young people serving custodial sentences in New South Wales, Australia. Australasian Journal of Special Education, 10.1017/jsi.2018.1

Strnadová, I., Cumming, T., & O’Neill, S. C. (2017). Young people transitioning from juvenile justice to the community: Transition planning and interagency collaboration. Current Issues in Criminal Justice 29(1), 19-38

Draper Rodriguez, C., Cumming, T.M., & Strnadová, I. (2017). Current practices in schooling transitions of students with disabilities. International Journal of Educational Research

Tso, M., & Strnadová, I. (2016). Students with autism transitioning from primary to secondary schools: Parents‘ perspectives and experiences. International Journal of Inclusive Education, 21(4), 389-403. doi: 10.1080/13603116.2016.1197324

Strnadová, I., Cumming, T.M., & Danker, J. (2016). Transitions for students with intellectual disability and/or autism spectrum disorders: Carer and teacher perspectives. Australasian Journal of Special Education, 40(2), 141-156. [UNSW top publication outlets list]. doi: 10.1017/jse.2016.2

O’Neill, S. C., Strnadová, I., & Cumming, T. (2016). Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for? The Australasian Journal of Special Education, 40(1), 39-58. doi: 10.1017/jse.2015.15.

Strnadová, I., & Cumming, T.M. (2014). Importance of quality transition process for students with disabilities across settings: Learning from the current situation in New South Wales. Australian Journal of Education, 58(3), 318-336.

Strnadová, I., & Evans, D. (2013). Schooling transitions within the lifespan of people with an intellectual disability: Perceptions and recommendations of ageing mothers. Australasian Journal of Special Education, 37(1), 64 – 78.