Research the secondary transition services for students with disabil.docx

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Research the secondary transition services for students with disabilities. Focus on students with Significant Cognitive Disabilities (SCD) and their transition to post-high school environments. The research report should provide descriptive information about Secondary Transition to Post High School environments: (1) an in-depth description of the services in the State and your district, (2) what is secondary transition? (3) why is it important for school personnel to help students transition from secondary to post-high school? (4) list and describe the five components of the Taxonomy for Transition Programming; (5) explain why self-determination is important for students with disabilities. You must conclude the report by creating a secondary transition plan for a student with significant cognitive disabilities. You must include your philosophy about secondary transition for students with SCD and who should be responsible for ensuring that students are prepared for post-high school outcomes based on your research. .

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The purpose of this Programme Exit Survey (PES) was to provide data to gauge perceptions of various aspects of programmes and services offered and to identify areas where improvements may be needed in the Department of Electronic Engineering (Computer) JKE, Politeknik Kota Kinabalu (PKK). This PES was conducted on 21 final semester students, graduating from Diploma in Electronic Engineering (Computer) (DTK). They were the second Cohort whose intake was in December 2010. The survey questionnaire had five main sections: respondents’ profile; assessment of overall quality; assessment of skills and knowledge; assessment of Lecturers and Academic Advisor; and assessment of academic resources and facilities. All the data were analysed using the Statistical Product and Service Solutions (SPSS) software version IBM SPSS Statistics 19.0. For the assessment of the overall quality, attribute for teaching and learning experience was rated 100% with “excellent”, “very good” and “good”. Skills and knowledge section was evaluated by relating the statements with nine items as stated in the Programme Learning Outcomes (PLO). All the PLOs’ were marked at least “good” by 98% of the students. Assessment on lecturers and academic advisor were rated 33.3% as “excellent” and 57.1% as “very good”. In terms of academic resources and facilities, the access to Wi-Fi had the highest unsatisfactory concerned from the respondent whereby 28.6% rated the item as “weak”.

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Details: The IEP is an essential part of each student’s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student’s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student. By the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post-school options, as well as daily living skills to support independence in adult settings. Review the “Alicia Case Study” to inform the assignment that follows. Use the “Case Study: PLAAFP and Annual Goals Template” to complete this assignment. Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP) Complete the following in 250-300 words for the case study student. Section 1: Academic Student Strengths/Interests Section 2: Evaluations Section 3: Performance in Classes Section 4: Other Relevant Issues Part 2: Post-Secondary Transition Consider emotional, social, and academic concerns to be successful post-secondary. Preferential Learning Environment Strengths/Interests Relating to Transition Areas in Need of Improvement for Transition Based on age appropriate transition assessments, include measurable transition IEP goals and transition activities/services appropriate for the student’s post-secondary preferences, strengths, and needs. Education/Training Employment Independent Living Part 3: Rationale and Reflection Provide a 500-750 word summary addressing the following: Rationalize your PLAAFP, annual goals, and transition plan choices, citing the CEC Code of Ethics. Discuss and defend the legal, ethical, and quality requirements related to the management of confidential student information, such as the information displayed within a PLAAFP or transition plan. Reflect on how you will use the foundational knowledge and current issue you have researched during the development of this assignment to improve student learning in your future professional practice. Support your rational with 1-2 scholarly resources, in addition to the CEC Code of Ethics. College of Education (COE) program competencies and national standards assessed in the benchmark assignment: COE 3.8: Consider individual abilities, interests, learning environme ...

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