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AMY DIAMOND
RUNNING PROJECT, PART TWO

Running Project, Part Two

Domain Selected

After completing the quality indicators survey for the Cape Girardeau School District,

there were several indicators that indicated a need for improvement. Student and Family

Involvement and Transition Assessment also scored less than a 2. I selected student involvement

to focus on because I felt that stronger student self advocacy could encourage more family

involvement or serve in place of, if necessary. I also felt that if students were involved in a

greater capacity in the transition process, it would increase the efficacy of the indicators that

were already strengths for the district, transition focused curriculum and interagency

collaboration.

Study (APA Citation) Purpose(s) of Study Key Findings

Martin, J. E. & Williams- 1. Analyze student Instruction of


Diehm, K. (2013). Student leadership of IEP students in how to
Engagement and Leadership meetings and how be involved in the
of the Transition Process. it contributes to IEP process was
Career Development and greater directly related to
Transition for Exceptional engagement in greater levels of
Individuals, 36(1), 43-50. transition student participation
http://journals.sagepub.com. planning. and involvement.
www2.lib.ku.edu/doi/10.1177 2. To identify Direct instruction of
/2165143413476545. recommendations goal attainment
to continue and leads to greater self
expand student determination.
involvement in Recommendations
transition planning included infusing
and goal transition education
attainment. . concepts into the
general education
curriculum to ensure
that special
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AMY DIAMOND
RUNNING PROJECT, PART TWO

education students
who spend the
majority of their day
in gen ed can learn
essential transition
skills.

Powers, L.E. (2001). Take 1. Investigate the Supported the


Charge for the Future: A efficacy of the efficacy of the Take
Controlled Field-Test of a Take Charge Charge Model.
Model to Promote Student model of student This study
Involvement in Transition involvement in the highlights the need
Planning. Career transition process. for specific
Development for Exceptional instruction in goal
Individuals, 24(1), 89-103. attainment,
http://journals.sagepub.com. communication, and
www2.lib.ku.edu/doi/abs/10. collaboration to
1177/088572880102400107. promote increased
student involvement
in transition
planning.
This study also
found that without
systematic
instruction students
were more likely to
be passive members
of their IEP
meetings and as a
result their
transition planning.

Thoma, C. A., Agran, M., & 1. Examine current There is a


Scott, L. A. (2016). transition significant lack of
Transition to Adult Life for practices research regarding
Students Who Are Black and regarding students the transitions of
Have Disabilities: What do who are black students with
we know and what do we with disabilities. disabilities who are
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AMY DIAMOND
RUNNING PROJECT, PART TWO

need to know? Journal of 2. Determine culturally diverse.


Vocational Rehabilitation, specific barriers to Self determination
45, 149-158. successful has not been
DOI:10.3233/JVR-160819 transition. researched with
3. Determine regards to its
practices that were efficacy for students
successful. who are black and
have disabilities.
Self determination
has not yet been
shown to be a
culturally valid
practice.

Website Abstracts

1. Virginia Department of Education Self Determination Project. (2005-2017)


http://www.imdetermined.org/quick_links/student_involvement/
a. The Im determined page is designed by the Virginia Department of Education in

an effort to provide resources about self determination for parents, students and

educators. Im Determined provides a variety of online resources including

modules to help students improve their self determination skills and increase their

ability to determine and attain goals. The website also provides opportunities for

students to connect with other students through conferences. Specifically, under

the Quick Links tab, there is a section addressing student involvement. It

provides definitions of students involvement under IDEA and templates and

resources to increase student involvement at all stages of transition.

2. National Technical Assistance Center on Transition. (2015-2019) http://transitionta.org

a. The National Technical Assistance Center on Transition is referred to as NTACT

for short. It is funded by the federal government in an effort to assist state

agencies with implementing evidence, research and promising practices with


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AMY DIAMOND
RUNNING PROJECT, PART TWO

students in transition planning. The website offers a variety of navigation tools

that allows the user to locate resources and information based on specific

parameters. On the home page, users can locate practices based on their level of

validity. Under the resources tab, users are able to locate lesson plans (not

immediately accessible), resources, toolkits and quick guides to assist in

implementation of specific strategies.

Summary of Findings

There were two significant tenets that were evident after reading the articles for our

running project. Tenet one is the significant need to teach students how to be involved in the IEP

and transition planning process. In addition to instruction in the process, students need

instruction in self advocacy and goal attainment. In an effort to increase student involvement,

school personnel also needs instruction on how to include students in the process. It is not

enough to say they should be involved. Teachers need to be educated on opportunities for

student involvement. The article by Martin and Williams-Diehm found that transition

curriculums need to be updated consistently, in order to be most efficient and effective.

The second tenet addresses the need for increased research regarding the efficacy of self

determination for students with disabilities who are culturally or linguistically diverse. In the

article by Thoma, Agran and Scott, they cite the idea that self determination counters many

cultural ideations of interdependence or socio-centric orientation. If this is the case, then using

self determination may not serve as a culturally responsive practice for transition planning for

African American students. However, the significant discrepancy between caucasian and

African American students graduating high school and achieving post school success makes it

imperative that we identify practices that will be effective with African American students. In
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AMY DIAMOND
RUNNING PROJECT, PART TWO

addition, the high numbers of African American students who are referred for special education

should also sway the community to strive to identify practices that will be effective for

improving transition success for African American students.

When moving forward with transition planning, I would like to have the opportunity to

provide instruction for my students in participating and creating their IEPs. Research has

demonstrated that when students are actively engaged in the goal setting process, they are more

likely to be engaged and willing to work towards the goals. I was disturbed by the reference to

the Weidenthal and Kochhar-Bryant study which found that less than half of special education

teachers in their study prepared their students for their role in the meeting. I witnessed this first

hand with my own son at his sophomore transition meeting. This was the first year he attended

and I was the only one who had talked to him at all about what the purpose of the meeting was.

JR Johnson and Rusch noted the idea of research that outlined the risks of not involving students

as a way to demonstrate the correlation and need for student involvement in transition planning.