Dr. Mantak Yuen is an Associate Professor and Director of the Laboratory/Program for Creativity and Talent Development of the Centre for Advancement in Inclusive and Special Education, in the Faculty of Education at the University of Hong Kong. He has worked as a secondary school teacher and an educational psychologist in the Special Education Section of the Hong Kong Government Education Bureau. He is a Fellow of Hong Kong Psychological Society and Fellow of the Hong Kong Professional Counselling Association. He received the Faculty Outstanding Research Student Supervisor Award.  He coordinates the HKU Faculty of Education M.Ed. course in Guidance and Counselling as well as in Gifted Education and Talent Development. He served as the Director of the Doctor of Education Program (2014-2019). His academic and professional interests focus on guidance and counselling, life skills and talent development, gifted education, positive psychology, and special needs education. He is a prolific writer who has published over 100 journal articles and book chapters and has edited more than 10 journal special issues and books. His work has been published in Journal of Vocational Behavior, International Journal for Educational and Vocational Guidance, The Counseling Psychologist, and School Psychology. Dr. Wendi Beamish is a special educator with 45 years of experience in the field of special education and early childhood intervention. She is a Senior Lecturer in Special Needs at the School of Education and Professional Studies, Griffith University, and Program Director of the online Graduate Certificate in Special Needs Education. Her research interests focus on recommended teacher practice in the areas of autism, educational transitions, early intervention, positive behavioural support, social-emotional competence, and inclusive education. V. Scott H. Solberg is a Professor in the Department of Counseling Psychology and Applied Human Development at the Boston University Wheelock College of Education and Human Development.  Dr. Solberg is working internationally and nationally on the design, implementation, and evaluation of effective career development programs and services, especially for high-need youth populations, including youth with disabilities. His research regarding the nature and promise of Individualized Learning Plans (ILPs), in collaboration with the National Collaborative on Workforce and Disability for Youth and the U.S. Department of Labor’s Office of Disability Employment Policy, is shaping the career development implementation policies and practices in the United States and around the world. This research is summarized in his recent book Making School Relevant with Individualized Learning Plans: Helping Students Create Their Own Career and Life Goals (Harvard Education Press).

• Part 1. Issues in Career Development and Transitions.- Chapter 1. Career Development Policy Strategies for Supporting Transition of Students with Special Educational Needs and Disabilities.- Chapter 2. Career Development of Students with Intellectual Disability: A Systems Theory Perspective.- Chapter 3. Considering the Fourth Industrial Revolution in the Preparation of Learners with and Without Disabilities.- Chapter 4. Webs of Supportive Relationships: A Positive Youth Development Approach to Career and Workforce Development with Risk-Immersed Youth.- Chapter 5. Career Development of Twice-Exceptional Individuals: Present and Future Issues.- Part 2. Strategies for Personnel Preparation, Parent Education and Disability-Specific Issues .- Chapter 6. Strategies to Promote Effective Secondary Special Education and Transition Content into Teacher Preparation Coursework.- Chapter 7. Strategies to Promote Effective Secondary Special Education and Transition Content into Teacher Preparation Coursework.- Chapter 8. Social Workers’ Strategies for Supporting Career Transition for Disadvantaged Girls with SEN: A Hong Kong Case Study of Class in Digital Drawing.- Chapter 9. The Power of Parent Education: Transition Planning for Students with Moderate to Severe Disabilities.- Part 3. Effective Policies, Programs and Approaches for Career Development and Transitions in the Asia-Pacific Region.- Chapter 10. Creating New Narratives to Give Hope and Optimism to At-risk Students in Singapore: A Case for Vocational Guidance and Career Counselling Intervention.- Chapter 11. Views of Parents on a Career and Life Planning Program for Junior Secondary Students with Special Educational Needs: A Qualitative Study in Hong Kong.- Chapter 12. Career Guidance for Gifted Students in Hong Kong.- Chapter 13. Career Guidance for High School Students with Specific Learning Difficulties: A Hong Kong Perspective.- Chapter 14. Career Guidance for Students with Special Educational Needs in New Zealand.-Chapter 15. Improving Transition-Focused Education for Students with Special Educational Needs: An Australian Approach.- Chapter 16. Support for Students with Special Educational Needs in Universities in Hong Kong: An Overview of the Issues.- Chapter 17. School-to-Work Transition: Support for Students with Moderate-to-Severe Special Educational Needs in Singapore.- Part 4. Useful Tools for Assessment and Intervention.- Chapter 18. Transition Assessment and Goal Generator (TAGG): Useful Tool to Assess Non-Academic Skills.- Chapter 19. Utilising Screen Reader to Support the Transitions of Learners with Visual Impairment.- Chapter 20. Life Design, Inclusion and Sustainable Development: Constructs, Dimensions and New Instruments to Stimulate a Quality Future Design for All.- Chapter 21. Assessing Career Life Skills Self-Efficacy of Students with Special Educational Needs: A Comparative Study in Hong Kong.

Dr. Mantak Yuen is an Associate Professor and Director of the Laboratory/Program for Creativity and Talent Development of the Centre for Advancement in Inclusive and Special Education, in the Faculty of Education at the University of Hong Kong. He has worked as a secondary school teacher and an educational psychologist in the Special Education Section of the Hong Kong Government Education Bureau. He is a Fellow of Hong Kong Psychological Society and Fellow of the Hong Kong Professional Counselling Association. He received the Faculty Outstanding Research Student Supervisor Award.  He coordinates the HKU Faculty of Education M.Ed. course in Guidance and Counselling as well as in Gifted Education and Talent Development. He served as the Director of the Doctor of Education Program (2014-2019). His academic and professional interests focus on guidance and counselling, life skills and talent development, gifted education, positive psychology, and special needs education. He is a prolific writer who has published over 100 journal articles and book chapters and has edited more than 10 journal special issues and books. His work has been published in Journal of Vocational Behavior, International Journal for Educational and Vocational Guidance, The Counseling Psychologist, and School Psychology. Dr. Wendi Beamish is a special educator with 45 years of experience in the field of special education and early childhood intervention. She is a Senior Lecturer in Special Needs at the School of Education and Professional Studies, Griffith University, and Program Director of the online Graduate Certificate in Special Needs Education. Her research interests focus on recommended teacher practice in the areas of autism, educational transitions, early intervention, positive behavioural support, social-emotional competence, and inclusive education. V. Scott H. Solberg is a Professor in the Department of Counseling Psychology and Applied Human Development at the Boston University Wheelock College of Education and Human Development.  Dr. Solberg is working internationally and nationally on the design, implementation, and evaluation of effective career development programs and services, especially for high-need youth populations, including youth with disabilities. His research regarding the nature and promise of Individualized Learning Plans (ILPs), in collaboration with the National Collaborative on Workforce and Disability for Youth and the U.S. Department of Labor’s Office of Disability Employment Policy, is shaping the career development implementation policies and practices in the United States and around the world. This research is summarized in his recent book Making School Relevant with Individualized Learning Plans: Helping Students Create Their Own Career and Life Goals (Harvard Education Press).

• Part 1. Issues in Career Development and Transitions.- Chapter 1. Career Development Policy Strategies for Supporting Transition of Students with Special Educational Needs and Disabilities.- Chapter 2. Career Development of Students with Intellectual Disability: A Systems Theory Perspective.- Chapter 3. Considering the Fourth Industrial Revolution in the Preparation of Learners with and Without Disabilities.- Chapter 4. Webs of Supportive Relationships: A Positive Youth Development Approach to Career and Workforce Development with Risk-Immersed Youth.- Chapter 5. Career Development of Twice-Exceptional Individuals: Present and Future Issues.- Part 2. Strategies for Personnel Preparation, Parent Education and Disability-Specific Issues .- Chapter 6. Strategies to Promote Effective Secondary Special Education and Transition Content into Teacher Preparation Coursework.- Chapter 7. Strategies to Promote Effective Secondary Special Education and Transition Content into Teacher Preparation Coursework.- Chapter 8. Social Workers’ Strategies for Supporting Career Transition for Disadvantaged Girls with SEN: A Hong Kong Case Study of Class in Digital Drawing.- Chapter 9. The Power of Parent Education: Transition Planning for Students with Moderate to Severe Disabilities.- Part 3. Effective Policies, Programs and Approaches for Career Development and Transitions in the Asia-Pacific Region.- Chapter 10. Creating New Narratives to Give Hope and Optimism to At-risk Students in Singapore: A Case for Vocational Guidance and Career Counselling Intervention.- Chapter 11. Views of Parents on a Career and Life Planning Program for Junior Secondary Students with Special Educational Needs: A Qualitative Study in Hong Kong.- Chapter 12. Career Guidance for Gifted Students in Hong Kong.- Chapter 13. Career Guidance for High School Students with Specific Learning Difficulties: A Hong Kong Perspective.- Chapter 14. Career Guidance for Students with Special Educational Needs in New Zealand.-Chapter 15. Improving Transition-Focused Education for Students with Special Educational Needs: An Australian Approach.- Chapter 16. Support for Students with Special Educational Needs in Universities in Hong Kong: An Overview of the Issues.- Chapter 17. School-to-Work Transition: Support for Students with Moderate-to-Severe Special Educational Needs in Singapore.- Part 4. Useful Tools for Assessment and Intervention.- Chapter 18. Transition Assessment and Goal Generator (TAGG): Useful Tool to Assess Non-Academic Skills.- Chapter 19. Utilising Screen Reader to Support the Transitions of Learners with Visual Impairment.- Chapter 20. Life Design, Inclusion and Sustainable Development: Constructs, Dimensions and New Instruments to Stimulate a Quality Future Design for All.- Chapter 21. Assessing Career Life Skills Self-Efficacy of Students with Special Educational Needs: A Comparative Study in Hong Kong.

Dr. Mantak Yuen is an Associate Professor and Director of the Laboratory/Program for Creativity and Talent Development of the Centre for Advancement in Inclusive and Special Education, in the Faculty of Education at the University of Hong Kong. He has worked as a secondary school teacher and an educational psychologist in the Special Education Section of the Hong Kong Government Education Bureau. He is a Fellow of Hong Kong Psychological Society and Fellow of the Hong Kong Professional Counselling Association. He received the Faculty Outstanding Research Student Supervisor Award.  He coordinates the HKU Faculty of Education M.Ed. course in Guidance and Counselling as well as in Gifted Education and Talent Development. He served as the Director of the Doctor of Education Program (2014-2019). His academic and professional interests focus on guidance and counselling, life skills and talent development, gifted education, positive psychology, and special needs education. He is a prolific writer who has published over 100 journal articles and book chapters and has edited more than 10 journal special issues and books. His work has been published in Journal of Vocational Behavior, International Journal for Educational and Vocational Guidance, The Counseling Psychologist, and School Psychology. Dr. Wendi Beamish is a special educator with 45 years of experience in the field of special education and early childhood intervention. She is a Senior Lecturer in Special Needs at the School of Education and Professional Studies, Griffith University, and Program Director of the online Graduate Certificate in Special Needs Education. Her research interests focus on recommended teacher practice in the areas of autism, educational transitions, early intervention, positive behavioural support, social-emotional competence, and inclusive education. V. Scott H. Solberg is a Professor in the Department of Counseling Psychology and Applied Human Development at the Boston University Wheelock College of Education and Human Development.  Dr. Solberg is working internationally and nationally on the design, implementation, and evaluation of effective career development programs and services, especially for high-need youth populations, including youth with disabilities. His research regarding the nature and promise of Individualized Learning Plans (ILPs), in collaboration with the National Collaborative on Workforce and Disability for Youth and the U.S. Department of Labor’s Office of Disability Employment Policy, is shaping the career development implementation policies and practices in the United States and around the world. This research is summarized in his recent book Making School Relevant with Individualized Learning Plans: Helping Students Create Their Own Career and Life Goals (Harvard Education Press).

• Part 1. Issues in Career Development and Transitions.- Chapter 1. Career Development Policy Strategies for Supporting Transition of Students with Special Educational Needs and Disabilities.- Chapter 2. Career Development of Students with Intellectual Disability: A Systems Theory Perspective.- Chapter 3. Considering the Fourth Industrial Revolution in the Preparation of Learners with and Without Disabilities.- Chapter 4. Webs of Supportive Relationships: A Positive Youth Development Approach to Career and Workforce Development with Risk-Immersed Youth.- Chapter 5. Career Development of Twice-Exceptional Individuals: Present and Future Issues.- Part 2. Strategies for Personnel Preparation, Parent Education and Disability-Specific Issues .- Chapter 6. Strategies to Promote Effective Secondary Special Education and Transition Content into Teacher Preparation Coursework.- Chapter 7. Strategies to Promote Effective Secondary Special Education and Transition Content into Teacher Preparation Coursework.- Chapter 8. Social Workers’ Strategies for Supporting Career Transition for Disadvantaged Girls with SEN: A Hong Kong Case Study of Class in Digital Drawing.- Chapter 9. The Power of Parent Education: Transition Planning for Students with Moderate to Severe Disabilities.- Part 3. Effective Policies, Programs and Approaches for Career Development and Transitions in the Asia-Pacific Region.- Chapter 10. Creating New Narratives to Give Hope and Optimism to At-risk Students in Singapore: A Case for Vocational Guidance and Career Counselling Intervention.- Chapter 11. Views of Parents on a Career and Life Planning Program for Junior Secondary Students with Special Educational Needs: A Qualitative Study in Hong Kong.- Chapter 12. Career Guidance for Gifted Students in Hong Kong.- Chapter 13. Career Guidance for High School Students with Specific Learning Difficulties: A Hong Kong Perspective.- Chapter 14. Career Guidance for Students with Special Educational Needs in New Zealand.-Chapter 15. Improving Transition-Focused Education for Students with Special Educational Needs: An Australian Approach.- Chapter 16. Support for Students with Special Educational Needs in Universities in Hong Kong: An Overview of the Issues.- Chapter 17. School-to-Work Transition: Support for Students with Moderate-to-Severe Special Educational Needs in Singapore.- Part 4. Useful Tools for Assessment and Intervention.- Chapter 18. Transition Assessment and Goal Generator (TAGG): Useful Tool to Assess Non-Academic Skills.- Chapter 19. Utilising Screen Reader to Support the Transitions of Learners with Visual Impairment.- Chapter 20. Life Design, Inclusion and Sustainable Development: Constructs, Dimensions and New Instruments to Stimulate a Quality Future Design for All.- Chapter 21. Assessing Career Life Skills Self-Efficacy of Students with Special Educational Needs: A Comparative Study in Hong Kong.