Essentials of Transition Planning Chapter 1 Notes PDF

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Dr. Lam - notes over reading and lecture...

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Essentials of Transition Planning Chapter 1  Whole lives are reflected in students who have self-determination, choice, and direction in terms of where to live, work, how to meet people and maintain social networks of friends, and how to feel movement and progress in their lives. (p.2)  IDEA of 1990 (PL 101-476) ensures all children with disabilities have a FAPE that emphasizes special education and relevant services designed to meet the unique needs and prepare them for further education, employment, and independent living (p.2)  Transition: A change in status from behaving primarily as a student to assuming emergent adult roles in the community. (p.4)  Transition Services: a coordinated set of activities for a child with a disability that 1) is designed to be within a results-orientated process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities. 2) is based on the individual child’s needs, taking into account their strengths, preferences, and interests. 3) includes instruction, related services, community experiences, the development of employment and other postschool adult living objectives (p.4)  Any IEP for students 16+ must include a statement of appropriate, measurable goals and transition services needed to reach those goals. P.4  Summary of Performance (SOP) designed to help educators and service providers quickly review all of the pertinent information about a student. Summarizes strengths and weaknesses in key areas and describes the accommodations, modifications, and assistive technology thy actually sue rather than what may be needed. (p.5)  Self Determination and Self Advocacy -essential in transition planning. Accomplish this by educating them on their rights and responsibilities under IDEA, ADA, or as citizens. (p.6)  Social Competence and social networking critical for job tenure, friendships, and general self-esteem. P.8  7 types of work experiences (table p.12) Career exploration, job shadowing, work sampling, service-learning, internships, apprenticeships, paid employment  Transition planning team consists of: the student, family members, school psychologist, principal, gen/vocational/sped teacher, vocational rehabilitation counselors, speechlanguage pathologists, community agency representatives and other personal. P.13  Vocational assessment: helps students develop interpersonal and decision-making skills and ensures that students have the opportunity to explore vocations and careers. P.14  Transition planning phases: o 1) planning and development p.14/16  Establish a team to carry out all 3 phases. Develop long-range community living goals  Comprehensive assessments  IEP planning meeting o 2) implementation p.14/16  Transition skills should be taught in the environment in which students will be expected to use them.

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Measure progress in short intervals to ensure success by adjusting goals and track progress

o 3) outcome evaluation p.14/17  Accomplished through ongoing data collection

Essentials of Transition Planning Chapter 2 Person centered planning-p.26 Emphasizes the role of significant others Goal in person centered approaches is to learn about people with disabilities in more effective and efficient ways PCP basic steps on p.28 Student directed planning-p.26 Emphasizes building student capacity Community Resources – p.29 11 Steps for interagency effectiveness. P.30-32 Inclusion – p.27 Prerequisites for change 1. A vision 2. Knowledge/skills needed to complete the vision 3. Incentive to change 4. Necessary resources for implementation 5. An action plan

Universal Design for Transition – Chapter 1 Rather than teaching one way and then making accommodations on a student by student basis, start instructional planning by identifying that academic standard to address and then identify multiple ways to present instruction/involve students/ have students demonstrate what they know. P.6 Meet students’ needs by looking at the big picture p.6

Universal Design – the design of products and environments to be usable by all people, to the greatest extent possible. P.7 Universal- implies that methods or design are not specific to one person or one ability level, but rather are beneficial to all individuals. P.7

UDL

UDI

Primarily focuses on the way that instruction is provided to students

Characterize efforts to create universal access to education for all students Includes students with cognitive, physical, and emotional disabilities. Both build upon the concept of universal design Focus on removing physical/cognitive barriers in classroom

3 Characteristics of UDL p.8 1. Multiple means of representation 2. Multiple means of expression 3. Multiple means of engagement 7 principles of universal design p.8

Focuses on the entire educational process -how info is taught -which materials are used -how students engage in learning activities -how progress is assessed. Flexible (one size does not fit all) Deliver instruction in multiple ways /allow students multiple ways of expressing mastery

UDL is not a set method of instruction, but rather a framework for instructional design that is built on the principle that all students can learn; multiple means of content delivery and student assessment should be part of daily lessons and planning to enhance the learning process. Transition services is more than just teaching them to find involvement. It requires students to be prepared for their adult lives in multiple domains. P.12 Transition assessment- information gathering designed to determine student preferences and interests for their adult lives, as well as the supports, services, and instruction necessary to help students achieve those life goals. Steps for transition assessment 1. Identify student’s preferences/interests for their adult goals 2. Identify skills needed to accomplish these goals 3. Identify and discrepancies between student ability and those goals 4. Use that information to target support, services and instruction necessary Self-determination: acting as the primary causal agent in one’s life, free to make choices and decisions about one’s quality of life, free from undue or unwanted external influences -12 component skills listed on p.14 Promoting Successful Transition to Adulthood… Chapter 1 Transition usually refers to movement from special education in high school to postsecondary education, employment, or independent living IDEA requires all students with disabilities to participate in state assessments or alternative assessments (only 2% of students in each grade can use alternative) College and career readiness: a high school graduate has the knowledge and skills in English/math necessary to qualify for and succeed in entry-level, credit bearing postsecondary coursework without the need for remediation p.13-18 roles of others in transition. “what can ____ so?”...