Responses for week 4 Post replies to at least two peers before the close date of this discussion. In your replies, consider asking questions of peers about their responses to encourage further conversation. . Respond as if they were parents of a student where you were the special education teacher transition team member. Read the questions that have been asked and answered; taking on the special educator team member role was the answer clearly written for a parent? Add to each answer, keeping a focus on IDEA, providing a more detailed response with additional helpful parent resources. Be sure to explain why you have chosen those particular resources and how parents will find them helpful. Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic. This what the teacher wrote to Dear Eliie2121, Apparently you have a challenge with your composition skills. You have good ideas but you are having trouble expressing them.  I would suggest that you go to the Writing Center and get some assistance.  I am not an English instructor but there are so many errors in your writing that it is my feeling that you need this writing assistance.  Even in this email to me there are numerous errors of grammar.  I am going to write your question over correctly so that you can see the errors. Please look carefully at the punctuation I have added and the changes. So, in answer to your initial question here, you need to write better and be aware of what you are writing (as I pointed out in my post response to you). So, if I am reading your response to my discussion question, is it not what you wanted me to write or is it that I see things differently on the questions? Please let me know one way or another so that I can make corrections on it. On your paper there were missing commas, incorrect capitalization, missing words, plurals needed, etc.  Hopefully, you can see that some assistance is needed. I am here to assist you and this is the best advice I can give you so that you can be successful in graduate school and in your teaching career. Dr. Todd The first response is to the teacher and the other 2 is students from the class. I need you to read what the top post above and 25 words or more please. Instructor Todd I have a correction to make on your post. It is in regard to this sentence: The main participants in the meeting are the parents, children, and the school. Children are not present at these meetings unless it is the child with the disability. The school is not present at these meetings either. By the use of this word, you are probably not referring to the physical school or buil.

1. Responses for week 4
Post replies to at least
two
peers before the close date of this discussion. In your replies,
consider asking questions of peers about their responses to
encourage further conversation. . Respond as if they were
parents of a student where you were the special education
teacher transition team member. Read the questions that have
been asked and answered; taking on the special educator team
member role was the answer clearly written for a parent? Add to
each answer, keeping a focus on IDEA, providing a more
detailed response with additional helpful parent resources. Be
sure to explain why you have chosen those particular resources
and how parents will find them helpful. Again, though two
replies is the basic expectation, for deeper engagement and
learning, you are encouraged to provide responses to any
comments or questions others have given to you (including the
instructor) before the last day of the discussion; this will further
the conversation while also giving you opportunities to
demonstrate your content expertise, critical thinking, and real
world experiences with this topic.
This what the teacher wrote to
Dear Eliie2121,
Apparently you have a challenge with your composition skills.
You have good ideas but you are having trouble expressing
them. I would suggest that you go to the Writing Center and get
some assistance. I am not an English instructor but there are so
many errors in your writing that it is my feeling that you need
this writing assistance. Even in this email to me there are
numerous errors of grammar. I am going to write your question

2. over correctly so that you can see the errors. Please look
carefully at the punctuation I have added and the changes. So,
in answer to your initial question here, you need to write better
and be aware of what you are writing (as I pointed out in my
post response to you).
So, if I am reading your response to my discussion question, is
it not what you wanted me to write or is it that I see things
differently on the questions? Please let me know one way or
another so that I can make corrections on it.
On your paper there were missing commas, incorrect
capitalization, missing words, plurals needed, etc. Hopefully,
you can see that some assistance is needed. I am here to assist
you and this is the best advice I can give you so that you can be
successful in graduate school and in your teaching career.
Dr. Todd
The first response is to the teacher and the other 2 is students
from the class. I need you to read what the top post
above and 25 words or more please.
Instructor Todd

3. I have a correction to make on your post. It is in regard to this
sentence: The main participants in the meeting are the parents,
children, and the school. Children are not present at these
meetings unless it is the child with the disability. The school is
not present at these meetings either. By the use of this word,
you are probably not referring to the physical school or building
but are thinking about school personnel. However, only a few
personnel are basic members of the team.. According to the law
of IDEA here is what the law states about who should
attend:parents, a special education teacher, a regular teacher, a
representative of the local educational agency, a person like a
school psychologist who can interpret the instructional
implications of evaluation results, "other members who have
knowledge of special expertise regarding the child, including
related services personnel" (speech and language clinician,
social worker, OT, etc.) ,and the child when appropriate
According to IDEA 2004, Section 1414(d)(1)(B)
,
the IEP team includes: (i) the
parents
of a child with a disability; (ii)
not less than 1 regular education teacher
of such child (if the child is, or may be, participating in the
regular education environment; (iii)
not less than 1 special education teacher
, or where appropriate, not less than 1 special education
provider of such child;(iv) a representative of the local
educational agency . . . (v) an individual who can interpret the
instructional implications of evaluation results . . . (vi) at the
discretion of the parent or the agency, other individuals who
have knowledge or special expertise regarding the child,
including related services personnel as appropriate; and (vii)
whenever appropriate, the child with a disability."
- See more at:
http://www.wrightslaw.com/idea/art/iep.team.members.htm#stha
sh.OFDbwGwW.dpuf

4. Retrieved from http://www.wrightslaw.com/idea/art/iep.team.
Dr. Todd
Charlene Stubbs
My son received an IEP ever since he was in 3
rd
grade all the way until he graduated from high school. Right
before he graduated I attended his transition meeting which
consist of his father, his special education teacher, the
counselor of the school he graduated from and the psychologist
and social worker of the college he was attending, the principal,
and myself.
Questions
1.
My first question I had was for the current counselor was; did
you’ll consider what his interest was and provide him with
options of schools that would help meet his future goals? The
reason for this question is because my son has a learning
disability but he loves anything dealing with the law; not to
mention he is a very debatable person. So I wanted to make sure
that the school he was going to offered law classes that he
would be able to major in.
2.
My second question was for the future counselor was; were you
aware of his interest and what his goals were for his future? The
reason for these questions was that if she was aware of this she

5. would have known where to place him or provided options to
him to help him get into his major.
3.
My third question was for the special education teacher was do
you think that a community college would be best for him
because of the small setting verse a university that have a large
environment? The reason for this question was because if she
kept stating that he is shy and works well alone than with a
large amount of people. I couldn’t understand why she stated
this because he comes from a large family he always act as the
boss of everyone.
Answers
1.
The answer was they were aware of his interest however, that is
why they provided him with the list of three schools that were
in the vicinity of Illinois and Indiana because my son wanted to
stay close until he graduates from college. Then he will
consider leaving the state to pursue his law degree to become a
judge. Gatepath, (2015) mentioned that a student-centered
approach means finding out the student’s interests, their
hobbies, and their skills and how they spend their time,”
explains transition specialist Eli Poblitz. “It’s asking the
student what they want to do. Sometimes they have no idea and
we have to give them an idea how the world connects to them.”
2.
The answer was yes she is aware of his interest and that we
have a plan to help him through his process of meeting his goals
of graduating and to enter in the law school of his choice. We
plan on pushing him we also will be focusing on his strengths

6. and abilities. We will make sure of here are any barriers we will
be ready to offer potential solutions for him. We will work with
him so he will be ready and successful in college. According to
Torpey, E. (2015) “Start exploring what you want to do when
you’re a freshman. Most people need some preparation before
they’re ready for the workforce, and planning should begin long
before it’s time to start a career. This could include attending a
college or university to earn a certificate or a degree. Knowing
what type of career preparation, you need begins with thinking
about what type of career you want.
3.
The answer to this was that he would be best in a small setting
community college because that is what he is used to because of
the school he is coming from. It had two buildings and the one
he was in is a small setting. My response to this was why not
think outside of the box and have him get used to a large setting
because when he enters the real world the setting is very huge.
Kravets, M., MA, and Wax, I.F., MS (2003) stated that larger
universities have disability services programs to serve students
with disabilities however; the campus may have limited staff to
work with the students. This leaves the student to seek the help
they need and they will have to advocate for themselves. There
is far less personal attention at a large university than at a small
school and they will have to become very independent.
My son just graduated from college with a degree in Criminal
Justice and is in the process of taking his placement test to get
in to law school.
Gatepath (2015) The High School Years: IEP Meeting Planning.
Retrieved from
http://www.abilitypath.org/areas-of-development/transition-to-

7. adulthood/life-after-high-school/articles/iep-meeting-planning-
high-school-years.html?referrer=https://www.google.com/
Kravets, M., MA and Wax, I.F., MS (2003) Guide to Colleges
for Students with Learning Disabilities or Attention Deficit
Disorder. p.9
https://books.google.com/books?id=3_tgzBWCqwYC&pg=PA9
&lpg=PA9&dq=learning+disability+student+small+setting+or+l
arge+setting+in+college&source=bl&ots=Xlzfu2kKZ-
&sig=tmDeAuzQaUU5Zv7UwqclRzQl9J8&hl=en&sa=X&ved=0
ahUKEwjNq-32n-
nNAhWE5IMKHXhAAEMQ6AEISTAG#v=onepage&q=learning
%20disability%20student%20small%20setting%20or%20large%
20setting%20in%20college&f=false
Torpey, E. (2015) Career planning for high schoolers. Retrieved
from
http://www.bls.gov/careeroutlook/2015/article/career-planning-
for-high-schoolers.htm
Anne Quick
Children with disabilities need proper attention when moving
from one step to another step. In this, a transition planning
should be made that fits the needs, preference and interests of
the student. The transition plan should be made at the right age
in order to fully benefit child with disability. Some of the
questions that may be asked during the transition plan meeting
include;
1.
Is it important to start transition planning at an early age?

8. 2.
What will happen if the transition plan delayed in child’s life?
3.
What are some of the activities that need to be provided during
transition planning?
Since transition planning is important for in the improvement of
postsecondary results, it is therefore important to have
transition planning at an appropriate age. Although Disabilities
Education Act (IDEA 2004) states that transition planning
should start at the age of 16, transition planning should even
start earlier. Transition planning should start at the age of
around 14 years depending on the needs of the children with
disabilities and the activities that are supposed to be provided
(Field, Jette & Institute of Medicine (U.S.), 2007).
If the transition planning is delayed in the life of the children,
say past age of 16, the post-secondary success of the student
will not be attained. The children will produce poor results in
the work they will be doing after secondary school education.
According to Smith (2005), many students with learning
disabilities can benefit from transition planning activities that
begin in middle school.
At the transition planning age, different activities are supposed
to be provided to the children with disabilities. One of the
activities that need to be provided to the students with
disabilities during transition planning includes training in self-
advocacy skills. Self-advocacy skill plays a great role in the
post-school success of the students with disabilities by
equipping the student with relevant skills that makes him or her
proficient in different areas (Brown-Chidsey & Steege, 2010).

9. References
Field, M. J., Jette, A. M., & Institute of Medicine (U.S.).
(2007).
The future of disability in America
. Washington, DC: National Academies Press.
Smith, S. (2005).
IDEA 2004: A parent handbook for school age children with
learning disabilities
. Bloomington, Ind: AuthorHouse.
Brown-Chidsey, R., & Steege, M. W. (2010).
Response to intervention: Principles and strategies for effective
practice
. New York: Guilford Press.