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Transition and transition planning - Coggle Diagram
Transition and transition planning
strategies for teaching
functional living skills
promoting successful transitions
Write measurable post secondary goals
update goals annualy
base goals on age appropriate assessents
list transition services
students participates in IEP
parent/ family and interagency Collaboration
Responsibilities of the SPED teacher in supporting transition planning
Conveying information about career and personal competencies
Identifying the post-school opportunities and services to which students may have access
Supporting students to help them transition from high school to life after high school
Working with students to develop their measurable post-secondary goals
Helping the IEP team to develop measurable post-secondary goals and the transition services needed to achieve those goals
Conducting assessments across all life domains
Identifying the best curricular options and developing a course of study
Guiding transition activities (e.g., connecting to service agencies)
Monitoring progress on the transition plan
Application of
student-focused planning
self determination is essential element of transition that is necessary to prepare students with disabilities for post-school environment.
student directed IEP planning and instruction in self- determination and self advocacy have been identified as evidence-based practices that lead to post-school success.
1) Teaching students to be actively involved in transition IEP meetings
2) supporting students to use evidence-based self-advocacy strategies and skills
3) teaching students to self-direct their IEP meeting
4) promoting self-determination skills likely to lead to Improved Postsecondary outcomes in employment and independent living
(IRIS Center, 2019)
person-centered planning
is a way of discovering how a person wants to live their life and what is required to make that possible. Person centred planning has its roots in the normalization and independent living movements. It is grounded in a social model of disability and a strengths-based approach.
Part of person-centered planning also entails the student’s participation in the IEP meeting. In general, when students are encouraged to actively participate in their IEP meeting, they should:
Prepare for the IEP meeting
Receive support and encouragement during the IEP meeting
Be provided with follow-up after the IEP meeting
Share information about their disability and accommodations that they find useful.
Provide a summary of their learning strengths and weaknesses, as well as interests and goals
Participate in role-playing activities to help them feel more at ease
Establishing Post-Secondary Goals
education/ training, employment, and independent living (when appropriate)—are required by IDEA
(IRIS Center, 2019)
Major adult life activities to which youth will transition
High eduction
independent living
relationships/ family
school based approches to prepare for
higher education
Students and families need to know specific differences between high school SPED services and the supports and accommodations afforded to students with disabilities in college. IDEA laws do not bind postsecondary programs. when students enroll in college they must meet certain eligibility requirements in order to access reasonable accommodation mandated by section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA)
students should know their learning styles
learn about laws governing postsecondary setting
know your right and responsibities
develop essential personal skills
develop college survival skills
understand accommodations
find the right college
document strengths, interests and needs
(Morningstar & Clavenna-Deane, 2017)
work
Stages of career Devlopment
career awareness: preschool-middle school focuses on discovering the existence of work, jobs and careers
Career exploration: elementary school-high school where students learn about various aspects of work related skills and the range of career pathways and postsecondary requirements
career preparation: high school when students begin to learn career specific and work related skill through on the job exercise and through planning for Postsecondary education and training
career assimilation: most often occurs post high school when young adults begin to work and understand career advancements or changing jobs within a career
(Morningstar & Clavenna-Deane, 2017)
independent living
based on students Person- Center Planning (PCP) and providing instruction to ensure community inclusion such as teaching Social/ communication skills, independent living skills.
Assessments help to determine appropriate community environments for current and future activities
(Morningstar & Clavenna-Deane, 2017)
family involvement
family members are crucial team players during transition planning. families have the greatest impact on their child's future when they:
hold high expectation for success
discuss plans for future with their child
get help and assistance when needed
help their child prepare for college
keep track of their child's academic and social progress in high school.
families can provide information about their Childs strengths and abilities, likes and dislikes, needs and idiosyncrasies. How their child spends their free time, hobbies and interests, can they keep track of their finances and much more.
families must be equal partners in decision making because they have much to gain or lose from transiton
(Morningstar & Clavenna-Deane, 2017)
Interagency collaboration
adolescents with disabilities, ongoing support needs are often a common denominator of transition planning. These students will likely need some level of continued support after they leave high school, so it becomes necessary to coordinate with other agencies and organizations that can provide services to meet the needs of young adults
(Morningstar & Clavenna-Deane, 2017)
sometimes support is short-term like helping students find jobs or collaboration with a range of community agencies and supports in ongoing and long term
interagency collaboration can provide the support network necessary for ensuring a student participates in and achieves the outcomes they desire. No one agency or organization will be able to meet the needs of all student, which is why a school personnel must ensure that students with disabilities are connected with a network of formal and informal supports prior to leaving school.
(Morningstar & Clavenna-Deane, 2017)
the importance of developing interagency linkage for students prior to exiting school is identified by IDEA 2004.. the law sates the community agencies that are involved or most likely will be involved with a students should be invited to the transition planning meeting. if an outside agency agrees to provide or pay for a service then that needs to be noted as a transition service in the student's IEP. IDEA is clear that if an agency does not provide an agreed-upon service, the educational team must reconvene to determine a new course of action.
Stages leading to Interagency collaboration
networking-coordination- cooperation then collaboration
(Morningstar & Clavenna-Deane, 2017)