Академический Документы
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JULIE A QUACKENBUSH
SECTION 1: INTRODUCTION
What is Transition?
Transition is helping students with disabilities and their families think about their life after high school
and identify long-range goals designing the high school experience to ensure that students gain the skills
and connections they need to achieve these goals the provision of funds and services to local school
districts to assist in the transition process.
Beginning not later than age 16 or earlier if appropriate, the IEP Team must address transition
services in the IEP.
The Individuals with Disabilities Education Act (IDEA) defines Transition Services as: a coordinated set
of activities for a child with a disability that
- Is designed to be within a results-oriented process that is focused on improving the academic and
functional achievement of the child with a disability to facilitate the childs movement from
school to post-school activities, including postsecondary education, vocational education,
integrated employment (including supported employment), continuing and adult education, adult
services, independent living, or community participation.
- Is based on the individual childs needs, taking into account the childs strengths, preferences, and
interests.
- Includes instruction, related services, community experiences, the development of employment
and other post-school adult living objectives, and, when appropriate, acquisition of daily living
skills and functional vocational evaluation.
- Includes appropriate measurable postsecondary goals based upon age-appropriate transition
assessments related to training, education, employment, and, where appropriate, independent
living skills.
- Includes transition services (including courses of study) needed to assist the child in reaching
those goals.
- Begins no later than the first IEP to be in effect when the child is 16 and updated annually
Transition planning may begin as early as elementary school. School personnel should begin the process
of discussing with students and parents the educational progress and needs of the student. The discussion
should consider the expectations and aspirations of the student. The process should also include
discussions concerning future goals and the skills needed to support reaching transition goals. When the
student is in middle school, school personnel should begin using career assessments to identify the
career interests, abilities, and needs of the student. The assessment data should be utilized to develop
appropriate programming including the courses of study. Beginning not later than age 16, or earlier if
appropriate, the IEP Team must address transition services in the IEP.
Who should be involved in the transition planning process?
Student
Parents/Guardians
Special Education Teachers
General Education Teachers
School Administrators
Guidance Counselor
Vocational Rehabilitation Counselor
Other Agency Representatives
To learn about the transition process what is involved, what happens when, what I need to know?
Take an active role in the transition process talk about your interests, preferences, and goals.
Ask questions.
Identify your strengths and weaknesses. likes, dislikes, etc
Identify the appropriate path to follow what exit option you should take based on your strengths
and interests.
Speak with the schools career leader or guidance counselors to identify appropriate courses to help
reach your goal, apply for scholarships, learn about options college, vocational trade school,
apprenticeships, .
Explore career interests and what options might be available based on the options.
Complete age-appropriate transition assessments (Interviews, observations, career day).
Attend your classes and complete all assignments.
Find reliable people, resources, and agencies that will assist you in reaching your goals.
Learn more about your disability and how to get the supports you need to reach your goals.
Parents/Guardians Role
Assess students for career interests and aptitude leading to the students career path.
Develop four-year educational/career plans for students.
Beginning in the eighth grade, and annually thereafter, guide students in the development and
annual revision of the four-year educational/career plan.
Facilitate the delivery of appropriate curriculum in the classroom.
Formal assessments:
aptitude tests
interest assessments
intelligence tests
achievement tests
personality or preference tests
career development measures
training evaluations, and measures of self-determination.
Examples include: -Meyers Briggs
Self-Directed Search (Forms E, R, and Explorer)
Wonderlic Basic Skills Test
Occupational Aptitude Survey and Interest Schedule
Armed Services Vocational Aptitude Battery
Informal:
interviews or questionnaires
direct observations
anecdotal records
environmental or situational analysis
curriculum-based assessments
interest inventories
preference assessments
transition planning inventories. ( The Transition Planning Inventory, Interest Inventory, or Life
Centered Career Education Plan )
Transition Assessments:
Educational Individual classroom-based assessments; grade or school-wide assessments;
academic assessments and observational reports
Employment Ratings of employability, vocational interest inventories, functional skills
assessments, structured assessments in the work setting, evaluations of interview experience, work skills
Training Armed Services Vocational Aptitude Battery, computerized skills assessments,
self-determination scales, and vocational readiness ratings.
Independent Living Skills Daily living skills assessments and assistive technology evaluations.
Beginning at age 16, or younger, the IEP Team must determine the students appropriate
measurable postsecondary goals based upon age-appropriate transition assessments related to:
Training Education Employment Independent Living Skills, where applicable
http://dpi.wi.gov/sped/topics/transition
http://mywtcs.wtcsystem.edu/wtcsinternal/cmspages/getdocumentfile.aspx?
nodeguid=56c2604f-0768-47e9-8ed8-27ece93861a1
https://dpi.wi.gov/sites/default/files/imce/sped/pdf/tranopndrs.pdf
Disability.gov
TransCen Online Learning Tools are free online training courses students and
parents can do at their own pace to learn more about options after high
school.
The Youthhood website helps young people plan for the future, figure out
what they want to do after high school, and think about issues such as
employment, housing and health care.
The Learn How to Become website has information and resources on careers
and education and training options so young adults can find the right career
and determine a plan for success.
The Autism Societys Transition Planning for Students with Autism guide has
information to help students prepare for life after high school, including to
great information on how to search for a job and a how to find a place to live.
http://www.thinkcollege.net/images/stories/site_docs/family_checklist.pdf
The Think Colleges Transition Checklist provides a list of topics that
should be taken into consideration when discussing transition from high
school to college for students with intellectual disabilities.
https://www.careeronestop.org/getmyfuture/index.aspx
The GetMyFuture website has information to help young people move
from school to work and find careers that fit their interests and skills. Learn
about finishing high school, writing a resume, training for a job and starting
your own business. You can also use the website to find scholarship
opportunities, look for a job in your area and get contact information for state
job programs and agencies.
CREDITS: 3
Course Description:
This course explores the activities inside and outside of school which develop collaborative
problem solving in special education. It provides an overview of IDEA requirements for
students on the Autism Spectrum, and roles and responsibilities of families in the educational
process. Transition is the process to identify desired outcomes after high school and to plan for
transition and achievement of those goals. If the end we have in mind is educated
employees then the transition planning is the beginning. It establishes the education course
for middle and secondary students with disabilities that leads to access to adult services,
postsecondary education, and the world of work.
Artifact Description:
The artifact that I chose to showcase from my time in EDUC 619 Collaboration and Transition in
the post baccalaureate special education certification process is my knowledge gained through
creating the Personal Resource Guide for Transitional Planning. I believe that this work
showcases a compilation of all that we covered within the course. It is a go to guide about all of
the areas that we have discussed over the past several weeks. I have put a lot of the useful
resources and websites discussed throughout the course into this guide. Not only is it a good
representation of what I have learned but it is also a good tool to use should I need to go back
and find helpful information in the future. This artifact is a helpful list of all of the resources I
found throughout this course. The Neurotypical video, although not listed, made a big impact on
me. It is a necessary introduction for anyone whom may be working with students (or adults)
within the Autism spectrum. It is helpful to understand what a person is thinking and feeling and
why they can or cannot tell you about it. I found it was very eye opening. Through this course I
have learned that the DPI website is an invaluable resource. I wish I could include all that it has
to offer as far as advice and forms, etc into my resource guide. However a simple link should
get me to where I need to go.
Throughout my time in Collaboration and Transition, I have learned that there is a lot to think
about and to prepare for. There are many moving parts. I have also learned that there may be a
better path for some to take, for example college isnt the right path for some. But that does not
mean that we should not continue to encourage and support students to fulfil their dreams.
Understanding and Application of Standards:
Engagement, Success, Integrity, these are some of the strengths of distinction that Viterbo
University strives to instill in its students. I would like to instill these values in my students as
well. Contemplation, is something that an educator is constantly doing. In relation to this
course, contemplation plays a big role. There is much to think about for students regarding life
outside the walls of school. What works best for them? What are their strengths? Where can
they turn for help? How can I support them to achieve to the best of their abilities? I believe this
course has helped me to think about the lives of others. I like about the students in special
education and I have empathy for them and their families. There are a great many decisions a
person makes throughout their life. This is just the beginning step, but it a step that leads you
onto a good path to follow. We have looked very closely at the spectrum of Autism. I feel I
have a deeper understanding of the challenges these students face, particularly once they leave
high school.
Present a Professional appearance and demeanor. By appearance and demeanor, I have come to
understand that this is not just your manner of dress, but includes the actions you take. Your
demeanor is ever present on your face when dealing with students, families and staff. This class
professional appearance and demeanor play an integral part, I have learned in dealing with
community members. We must be respectable and presentable when dealing with any person at
the school, in the community or whom we are meeting with to plan transition services
(transportation, living, self help agencies, etc). All of these individuals have an important
role to play and a service to provide. They must all be treated with respect.
Hospitality I feel goes hand and hand with being an active community member. We are
preparing students to transition to become integral parts of a community. We need to show them
that there is a place for them and what that entails. We work with students and their families,
helping to connect them with services. These are all functions of the community. A community
is a group of people supporting each other.
Integrity is also a big part of what I have learned throughout me time in this class. When it
comes to the lives of students, parents and students alike need to know that I have the best of
intentions in mind when it comes to helping prepare students for their lives once they leave the
school. Although parents and students and I may not always arrive at the same desired outcome,
it is important that we maintain proper communication and remember to keep the best interest of
the students in mind.
Stewardship involves responsible planning and management for others. That is what this course
is all about. We are learning to put the needs of others first. We have to help students make the
best decisions for themselves, and their futures.
Service is in relation to provide support to others, offering our expertise. I feel that this course
presented us with a wealth of knowledge. This knowledge helps us to know where to send
students and families to get the information that they need to meet their needs. Collaborating
with outside services about work, transportation, schooling, employment, military involvement
etc, whatever the specific case may be, this class was all about service.
Instructional Practice: Standard 6: Assessment: The teacher understands and uses multiple
methods of assessment to engage learners in their own growth, to monitor learner progress, and
to guide the teachers and learners decision making.
There were a variety of assessments and websites that we have covered during our time in
Collaboration and Transition. My artifact touches on some of them. The website provided by
CESA 7 from Susan Stokes has proved to be a great resource for information regarding Autism.
The Structured Teaching: Strategies for Supporting Students with Autism is a great reference. I
feel that I have learned a lot by reading her site. The more I read, however, the less I realize that
I know! This source is extremely informative and helpful.
CEC Standard 6: Beginning special education professionals use foundational knowledge of the
field and of their professional Ethical Principles and Practice Standards to inform special
education practice, to engage in lifelong learning, and to advance the profession.
Throughout this course we discussed a great many things: characteristics of assessments, how to
evaluate progress and performance of students. Often we discuss what best practices are when
it comes to assessing students. What tests work best in what situation? Why? There were a lot
of discussions and resources throughout our course and they always reflect back on how to do so
professionally. Starting out with communication and documentations, always, always, in a
professional manner. The textbook Writing Measurable Functional and Transition IEP Goals
by Bateman and Herr was a great resource that exemplified how to professionally and
purposefully write goals to aid in both development and advancement. I have very brief
experience with goal writing but I feel a bit more confident writing them thanks to these book
and course.
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