Exceptional Learners Final Exam

roles for transition planning

transition specialist, SPED teacher, parent/family, Student

Transition Specialist:

Coordinates transition services, provides professional development to teachers, and serves as a liaison

Special education teacher:

• Handles individual student skill development and planning, teaches, develops academic and functional goals, and plans/develops IEPs

Parents/families:

• Act as decision-makers, collaborators, instructors, and advocates

Student involvement (ages 14), Student-led IEP:

• Students should be increasingly involved as they age, with participation in IEP meetings progressing from attendance to leadership and eventually leading the entire meeting

IDEA addresses the 5 following key points:

• Defines transition services

• Postsecondary goal requirements

• IEP team composition

• Transfer of rights at age of majority

• Summary of performance

• Early childhood (Part C IDEA- early intervention, birth-age 3, Individualized Family Service Plan, IFSP)

-Eligible infants and toddlers birth through age 2 receive early intervention services under part c of IDEA. 

-Early intervention services are concerned with the basic and brand-new developmental skills that babies typically develop during the first 3 years of life

• Physical (reaching, rolling, crawling, walking)

• Cognitive (thinking, learning, solving problems)

• Communication (talking, listening, understanding)

• social/emotional ( playing, feeling, secure and happy)

• Adaptive or self-help (eating, dressing)

-Eligibility (Birth to age 3) 

If determined by the Children’s Developmental Services Agency to meet the criteria of one of the two categories:

-Developmental delay

-Or established condition

High school:

• Continued transition planning with increasing student involvement

Post secondary

•  Focus on outcomes in education/training, employment, and independent living

Predictors of post school success (know examples of each)

Career development predictors, Structural predictors, Student support predictors, Student skill predictors

• These predictors come from correlation research and are classified as evidence-based, research-based, or promising practices.

Choice-making:

• Appropriately choosing between a finite number of choices

Decision-making:

 Involves choosing between unlimited options

Problem-solving:

• Weighing pros and cons of potential actions, identifying barriers to success

Goal-setting and attainment:

• Ability to set appropriate goals and achieve them

Self-management

• Part of self-regulation

Self-advocacy:

• Having knowledge of self, knowledge of rights, communication skills, and leadership ability

Self-awareness:

Awareness of one's individuality, strengths, and areas for improvement

Self-knowledge:

• Understanding oneself and one's needs

Required Components in a Transition Plan

• Post secondary goals: Must be measurable and occur after the student leaves school

formal transition assessment

• when specific procedures have been used to standardize the instruments

academic achievement tests, intellectual functioning assessments, adaptive behavior scales, interest inventories, quality of life scales, social skills inventories, self-determination scales, vocational skills assessments, comprehensive transition inventories

informal transition assessment

 created or modified by practitioners to fit student needs 

Case file reviews, oral histories structured interviews, situational assessments, observations, rating scales, curriculum-based assessments 

Embedding transition skills

-Creating activities that foster decision-making, goal-setting, and problem-solving

Providing opportunities for students to take leadership roles

Giving students choices in their learning

Organizing career exploration activities

Inviting guest speakers

Emphasizing skills essential for success beyond school (collaboration, responsibility)

Evidence-based practices:

as teaching methods used to teach specific skills that are effective based on high-quality research

Culturally responsive:

1. Be aware of your own personal biases

2. Be open with families about your desire to learn about their cultures and consider their needs

3. Be mindful of cultural beliefs toward:

   • Assertiveness

   • Body language, eye contact, gestures

   • Communication styles, wording

   • Conflict power

   • Silence

   • Time

Other tips include:

• Recognizing overlap between disability and other markers of social difference

• Beginning with assets in mind (strengths-based approach)

• Using diversity-informed resource mapping

• Using the assessment process to promote knowledge construction

• Using consultation strategies to create an empowering school culture

Community resource mapping:

An ongoing process

Utilized for transition services but applicable to all ages and stages

Involving work with a team including students, families, and outside agencies

Helping to maximize community resources for transition planning

the process of identifing areas of need and aligning avilable services and resources for school, employment and community services

course of study options

• Future ready core, Occupational Course of Study, Extended content (Certificate track)

Domains of college & career readiness

• Academic engagement, academic mindsets, learning processes, social skills/interpersonal engagement, critical thinking, transition knowledge

Continuum of Employment experiences

• Competitive integrate employment, customized employment, supported employment, self-employment, work-based learning, job shadowing, sheltered workshops

Independent Living 

• Self-Care, mobility/transport, financial literacy, residential living/housing, relationships, leisure, health/wellness, advocacy/engagement, spirituality/faith, sexuality

Indicator 13

Transition IEP goals & appropriate transition assessments, services, courses.

Indicator 14

• Post school outcomes

• Transition services & activities

• Instruction, related services, community experiences, employment development, daily living skills, functional vocational evaluation

what is the purpose of transition assessment

to know where the student is at within their learning experiences so you can provide support in the right areas to help them reach their goals in employment, education and independent living

Describe the planning process for identifying assessments what guiding questions should you ask

what do we already know

what do we need to know

how will we learn this information

RL.11.12.2 determine two to or more themes of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account, proide an objective summary of the text

mary will complete a graphic organzier to determine wha the theme is of two stories

mary will then be placed in a group where they discuss the themes of the texts and write a summary

transition: using communcation skills and academic conversations and writing skills

what type of research is used to identify

predictors

practices

correlational

experimental

what are 2 predictors

personal finance, daily living

identify one evidence-based practice

parent training in transition

what must you consider when selecting an evidence-based practice for your students

population, setting, procedures

how will you know if an evidence-based practice is working

data, and implementing fidelity

self determination

3 different skills are associated with self determination

being able to advocate for themselves and self monitor their progress

1.goal setting

2.decision making

3.problem solving

why are student-led IEP important

it allows the student to advocate for themselves

what is an example of a transition activity you could include in a student IEP for each area

adult living skills: learn how to contact medical providers

employment: student will research information on jobs that work with reptiles

instruction: research different colleges including the disability services offered

community: student will learn how to be safe on social media by completing a checklist about do’s and don’ts on social media

daily living skills: getting dressed checklist