This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.
Topic 6 transition support for special needs studentsscorpiolky
Transition planning helps special needs students move from school to adult life. It involves coordinating activities designed within an outcome-oriented process. Transition services can help students go to college, get jobs, find housing, and engage with their community. The transition planning process takes into consideration a student's life experiences to determine appropriate educational resources and programming from ages 14 to graduation. It is the responsibility of the student's school district to facilitate transition planning and invite outside agencies and the student to transition planning meetings starting at age 14.
Special Education Transition Program PresentationFranklin Matters
The STRIVE Post-Secondary Program at Franklin High School is designed for students ages 18-22 with IEPs. The program teaches functional academics, independent living skills, and vocational skills to help students transition to adult life and work after high school. Transition plans are created individually based on student assessments and interests. A special education teacher, job coach, educational support professional, and speech therapist provide instruction in the classroom and support students during community-based job placements. The program partners with state agencies and multiple local businesses where students learn and apply job skills.
The document discusses transition planning for individuals with disabilities. It outlines three key elements of successful transition planning: comprehensive planning, implementation of a plan of action, and coordination between sending and receiving environments. Comprehensive planning involves assessment of both individual competencies and environmental demands. A plan of action refers to carrying out the transition plan. Coordination requires cooperation across environments. The document also discusses types of transitions, components of transition planning, and the transition planning process.
Successful Transition for Students with Special Needsmilfamln
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
This document discusses the roles and responsibilities of a 21st century special education teacher. It begins by explaining that teacher education programs now include special education majors due to growing special needs populations. Special education teachers are expected to teach in self-contained, inclusive, or resource room settings. The document then outlines desirable personal attributes for special education teachers, including caring, positive relationships with students, authority balanced with flexibility, and making learning fun. It also details responsibilities like differentiating instruction, managing paperwork, adapting materials, and communicating with others. Overall, the document provides an overview of the skills and roles needed to be an effective modern special education teacher.
Psycho social problems of children with learning disability ReenaKhandare1
The document summarizes research on the psycho-social problems experienced by children with learning disabilities (CWLD). It discusses how CWLD often experience psychological issues like low self-esteem, anxiety, and depression due to the frustration of their learning struggles. Research shows 70% of CWLD have poor self-esteem and 75% have social difficulties. CWLD are less accepted by peers and teachers, leading to lower self-esteem and increased risk of issues like loneliness, anxiety, and depression. Common emotional difficulties for people with learning disabilities include shame about their struggles, fear of failure or judgment, environmental and emotional sensitivity, difficulties regulating emotions, and resisting change.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
Topic 6 transition support for special needs studentsscorpiolky
Transition planning helps special needs students move from school to adult life. It involves coordinating activities designed within an outcome-oriented process. Transition services can help students go to college, get jobs, find housing, and engage with their community. The transition planning process takes into consideration a student's life experiences to determine appropriate educational resources and programming from ages 14 to graduation. It is the responsibility of the student's school district to facilitate transition planning and invite outside agencies and the student to transition planning meetings starting at age 14.
Special Education Transition Program PresentationFranklin Matters
The STRIVE Post-Secondary Program at Franklin High School is designed for students ages 18-22 with IEPs. The program teaches functional academics, independent living skills, and vocational skills to help students transition to adult life and work after high school. Transition plans are created individually based on student assessments and interests. A special education teacher, job coach, educational support professional, and speech therapist provide instruction in the classroom and support students during community-based job placements. The program partners with state agencies and multiple local businesses where students learn and apply job skills.
The document discusses transition planning for individuals with disabilities. It outlines three key elements of successful transition planning: comprehensive planning, implementation of a plan of action, and coordination between sending and receiving environments. Comprehensive planning involves assessment of both individual competencies and environmental demands. A plan of action refers to carrying out the transition plan. Coordination requires cooperation across environments. The document also discusses types of transitions, components of transition planning, and the transition planning process.
Successful Transition for Students with Special Needsmilfamln
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
This document discusses the roles and responsibilities of a 21st century special education teacher. It begins by explaining that teacher education programs now include special education majors due to growing special needs populations. Special education teachers are expected to teach in self-contained, inclusive, or resource room settings. The document then outlines desirable personal attributes for special education teachers, including caring, positive relationships with students, authority balanced with flexibility, and making learning fun. It also details responsibilities like differentiating instruction, managing paperwork, adapting materials, and communicating with others. Overall, the document provides an overview of the skills and roles needed to be an effective modern special education teacher.
Psycho social problems of children with learning disability ReenaKhandare1
The document summarizes research on the psycho-social problems experienced by children with learning disabilities (CWLD). It discusses how CWLD often experience psychological issues like low self-esteem, anxiety, and depression due to the frustration of their learning struggles. Research shows 70% of CWLD have poor self-esteem and 75% have social difficulties. CWLD are less accepted by peers and teachers, leading to lower self-esteem and increased risk of issues like loneliness, anxiety, and depression. Common emotional difficulties for people with learning disabilities include shame about their struggles, fear of failure or judgment, environmental and emotional sensitivity, difficulties regulating emotions, and resisting change.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
The document discusses Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs). An IEP is a legal document developed for each student receiving special education that outlines goals and services. An IFSP similarly outlines supports and services for children from birth to age 3 who need early intervention. Both plans are developed by a multidisciplinary team and include present levels, goals, progress monitoring, and services. The team works collaboratively with the student and family to create a customized plan that meets the individual needs.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of attributes. Historically, separate education for disabled students began in the 1880s, with various initiatives since the 1960s aiming to integrate disabled students. Inclusive education aims to provide education for all, protect rights, develop skills, foster social consciousness, and promote brotherhood. It includes students with disabilities, learning styles, or other differences. Challenges include lack of understanding, feelings of isolation, and lagging behind peers. The role of teachers is to address each student's needs, build confidence, and recognize talents. Teaching strategies for inclusion include cooperative learning and peer tutoring. Government measures have aimed to promote
The document discusses various strategies for adapting curriculum and instruction to meet the needs of students with disabilities or other special needs. It provides examples of curriculum adaptations including:
- Allowing partial participation, flexible timelines, and alternative assessments.
- Using multiple instructional techniques like small group or peer tutoring.
- Making curriculum accessible through accommodations to materials, tasks, support structures, and learning environments.
- Basing supports on individual student needs and activities rather than disability labels.
- Considering individual student goals and how to teach content with or without modification.
The document discusses individualized education plans (IEPs). It notes that IEPs are written plans developed by a school's special education team with parental input to specify academic goals and methods for students with special needs. IEPs are reviewed periodically and tailored to each student's individual needs. The document outlines the steps for developing an IEP, including identifying students who may need special education, evaluating them, determining eligibility, holding IEP meetings, providing services, measuring progress, and reviewing and revising the IEP as needed. IEPs are intended to help students with disabilities reach their educational goals.
The document discusses various terms, laws, and types of adaptations that can be made for students with disabilities or other special needs to provide equal access to education. It defines terms like IDEIA, IEP, FAPE, Section 504 and discusses the legal justification for providing accommodations and modifications. It then describes nine types of curriculum adaptations that can be made, including adaptations to quantity, time, level of support, input, difficulty, participation, output, goals and curriculum. It provides examples for each type of adaptation.
The document discusses the benefits of inclusion, which is educating students with disabilities in general education classrooms with their peers. Some key benefits include:
1) Students with disabilities have access to the core curriculum and support from specialized teachers and staff in the classroom. Tests and assignments can be modified to meet their needs.
2) Both students with and without disabilities experience social and academic benefits from inclusion. They learn to accept individual differences and develop new friendships.
3) Inclusion prepares all students for diversity in society and has been shown to improve learning outcomes for both groups of students. It allows students to be educated with their peers in the least restrictive environment.
This document outlines strategies for inclusion in education. It discusses identifying student needs, adapting curricula and instruction, and creating an inclusive classroom environment. Some key points:
- Inclusion involves bringing support services to students within general education classrooms rather than moving students to separate services or classrooms.
- Strategies for inclusion include modifying facilities, instruction, and resources to meet all students' needs. Collaboration between general and special educators is important.
- Assessing individual student strengths and needs, grouping students flexibly, and using different teaching methods can help create an inclusive learning environment. Teams like IST, child study committees, and IEP teams support students' education.
- Early intervention helps improve and prevent developmental problems in children and reduces later needs for special education services. It involves identifying at-risk children and providing timely support.
- Early childhood special education provides state-mandated services for children ages 3-5 experiencing developmental delays. Eligibility is determined by federal and state criteria.
- If a parent suspects a child has a developmental delay, they should take the child to their pediatrician or a developmental specialist for evaluation. Early intervention can help a child's progress if delays are addressed promptly.
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
Assessing students with learning disabilities YethGu Luchavez
The document discusses strategies for assessing students with learning disabilities. It describes several assessment strategies that can be used instead of or in addition to traditional paper/pencil tests, including presentations, conferences, interviews, observations, performance tasks, and self-assessments. These alternative assessment methods take pressure off written tasks and allow students to demonstrate their knowledge and skills in other ways. The document emphasizes that the goal of assessment is to provide opportunities for students to show their understanding.
The document discusses the purpose of early childhood assessment. It explains that assessment involves gathering information about children from various sources like observations and checklists. This information is then organized and interpreted. There are four main purposes of assessment: 1) to promote children's learning and development, 2) to identify children who need health or social services, 3) to monitor program trends and evaluate services, and 4) to measure academic achievement and hold students, teachers and schools accountable. The document outlines different assessment strategies like standardized tests, observations, checklists and portfolios that are used and how they benefit students, teachers, parents, and schools.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
The document discusses early intervention for children with disabilities or developmental delays. It provides definitions of early intervention, outlines its history and legislation. Key points include:
- Early intervention aims to support children's growth and development and assist families of children from birth to age 3 with delays or disabilities.
- Milestones from birth to 3 years show progression in physical, cognitive, communication and other skills.
- The process involves referral, evaluation, developing an Individualized Family Services Plan (IFSP) and providing ongoing services like speech therapy in natural environments.
- Benefits include improved IQ, behaviors, and relationships, as well as decreased need for future special education services. Challenges include access to care and ensuring inclusion of children
Assistive technology for special needs studentsshanerichards
This document discusses assistive technology for special needs students. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies are important for students with disabilities like ADHD, hearing or visual impairments, learning disabilities, and autism to help them learn. The document provides examples of assistive technologies for different disabilities, such as hearing assistive devices, software programs, and writing tools to help with writing skills and motivation. It also outlines steps to find assistive technologies for students with ADHD.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.
The document discusses what an Individualized Education Program (IEP) is and how it is developed. Key points include:
1. An IEP is a plan developed for students with disabilities to allow them to achieve academic success. It defines individualized objectives and goals tailored to the student's needs.
2. Developing an IEP requires assessing the student, considering how their disability affects their learning, setting goals and choosing an appropriate educational placement.
3. The IEP must be reviewed and updated at least annually. It aims to provide students with the least restrictive environment and appropriate services to meet their goals.
Accommodations and Modifications for students -ppToni Theisen
Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
- Access to teacher notes to supplement his own notes
- Extra processing and response time for assignments and tests
- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
Modifications:
- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
Assessment of children with special needs.pptxMelodyManding
Assessment of children with special needs is important to determine if educational goals are being met and to make decisions about placement, instruction, and funding. There are four main types of assessment: formative, summative, performance, and portfolio-based. Special education assessment involves collecting educationally relevant information from various sources like developmental assessments, academic tests, behavior ratings, and curriculum-based measurements to make legal and instructional decisions. Special education teachers need to develop comprehensive learner profiles by looking for patterns in collected data to synthesize information and make educational decisions.
Educational Placement in Special EducationJewel Jem
Educational Placements in Special Education, Where to put the students in the Special Education Program, Placement of Education within the pupils of the Special Education Program
1. Transition planning is a required part of the IEP process for students aged 14-22 to help prepare them for life after high school.
2. The transition plan should be based on the student's interests and vision and address postsecondary education, employment, and independent living skills.
3. Developing the plan involves assessing the student's skills, conducting family discussions, and having the student, parents, and school staff collaborate as a team.
Career Choices for Young Adults with Disabilitiesmacciat
This document discusses transition planning and assessments for students with disabilities. It defines transition as a process to assist students in moving from school to adult life by pursuing postsecondary education and career goals. The document emphasizes that transition planning must be individualized, based on age-appropriate assessments of a student's skills, interests and preferences. It provides examples from case law where transition plans were found to be insufficient due to a lack of proper assessment or individualization. The document also outlines the key components of transition assessments and planning that are required by law.
The document discusses Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs). An IEP is a legal document developed for each student receiving special education that outlines goals and services. An IFSP similarly outlines supports and services for children from birth to age 3 who need early intervention. Both plans are developed by a multidisciplinary team and include present levels, goals, progress monitoring, and services. The team works collaboratively with the student and family to create a customized plan that meets the individual needs.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of attributes. Historically, separate education for disabled students began in the 1880s, with various initiatives since the 1960s aiming to integrate disabled students. Inclusive education aims to provide education for all, protect rights, develop skills, foster social consciousness, and promote brotherhood. It includes students with disabilities, learning styles, or other differences. Challenges include lack of understanding, feelings of isolation, and lagging behind peers. The role of teachers is to address each student's needs, build confidence, and recognize talents. Teaching strategies for inclusion include cooperative learning and peer tutoring. Government measures have aimed to promote
The document discusses various strategies for adapting curriculum and instruction to meet the needs of students with disabilities or other special needs. It provides examples of curriculum adaptations including:
- Allowing partial participation, flexible timelines, and alternative assessments.
- Using multiple instructional techniques like small group or peer tutoring.
- Making curriculum accessible through accommodations to materials, tasks, support structures, and learning environments.
- Basing supports on individual student needs and activities rather than disability labels.
- Considering individual student goals and how to teach content with or without modification.
The document discusses individualized education plans (IEPs). It notes that IEPs are written plans developed by a school's special education team with parental input to specify academic goals and methods for students with special needs. IEPs are reviewed periodically and tailored to each student's individual needs. The document outlines the steps for developing an IEP, including identifying students who may need special education, evaluating them, determining eligibility, holding IEP meetings, providing services, measuring progress, and reviewing and revising the IEP as needed. IEPs are intended to help students with disabilities reach their educational goals.
The document discusses various terms, laws, and types of adaptations that can be made for students with disabilities or other special needs to provide equal access to education. It defines terms like IDEIA, IEP, FAPE, Section 504 and discusses the legal justification for providing accommodations and modifications. It then describes nine types of curriculum adaptations that can be made, including adaptations to quantity, time, level of support, input, difficulty, participation, output, goals and curriculum. It provides examples for each type of adaptation.
The document discusses the benefits of inclusion, which is educating students with disabilities in general education classrooms with their peers. Some key benefits include:
1) Students with disabilities have access to the core curriculum and support from specialized teachers and staff in the classroom. Tests and assignments can be modified to meet their needs.
2) Both students with and without disabilities experience social and academic benefits from inclusion. They learn to accept individual differences and develop new friendships.
3) Inclusion prepares all students for diversity in society and has been shown to improve learning outcomes for both groups of students. It allows students to be educated with their peers in the least restrictive environment.
This document outlines strategies for inclusion in education. It discusses identifying student needs, adapting curricula and instruction, and creating an inclusive classroom environment. Some key points:
- Inclusion involves bringing support services to students within general education classrooms rather than moving students to separate services or classrooms.
- Strategies for inclusion include modifying facilities, instruction, and resources to meet all students' needs. Collaboration between general and special educators is important.
- Assessing individual student strengths and needs, grouping students flexibly, and using different teaching methods can help create an inclusive learning environment. Teams like IST, child study committees, and IEP teams support students' education.
- Early intervention helps improve and prevent developmental problems in children and reduces later needs for special education services. It involves identifying at-risk children and providing timely support.
- Early childhood special education provides state-mandated services for children ages 3-5 experiencing developmental delays. Eligibility is determined by federal and state criteria.
- If a parent suspects a child has a developmental delay, they should take the child to their pediatrician or a developmental specialist for evaluation. Early intervention can help a child's progress if delays are addressed promptly.
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
Assessing students with learning disabilities YethGu Luchavez
The document discusses strategies for assessing students with learning disabilities. It describes several assessment strategies that can be used instead of or in addition to traditional paper/pencil tests, including presentations, conferences, interviews, observations, performance tasks, and self-assessments. These alternative assessment methods take pressure off written tasks and allow students to demonstrate their knowledge and skills in other ways. The document emphasizes that the goal of assessment is to provide opportunities for students to show their understanding.
The document discusses the purpose of early childhood assessment. It explains that assessment involves gathering information about children from various sources like observations and checklists. This information is then organized and interpreted. There are four main purposes of assessment: 1) to promote children's learning and development, 2) to identify children who need health or social services, 3) to monitor program trends and evaluate services, and 4) to measure academic achievement and hold students, teachers and schools accountable. The document outlines different assessment strategies like standardized tests, observations, checklists and portfolios that are used and how they benefit students, teachers, parents, and schools.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
The document discusses early intervention for children with disabilities or developmental delays. It provides definitions of early intervention, outlines its history and legislation. Key points include:
- Early intervention aims to support children's growth and development and assist families of children from birth to age 3 with delays or disabilities.
- Milestones from birth to 3 years show progression in physical, cognitive, communication and other skills.
- The process involves referral, evaluation, developing an Individualized Family Services Plan (IFSP) and providing ongoing services like speech therapy in natural environments.
- Benefits include improved IQ, behaviors, and relationships, as well as decreased need for future special education services. Challenges include access to care and ensuring inclusion of children
Assistive technology for special needs studentsshanerichards
This document discusses assistive technology for special needs students. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies are important for students with disabilities like ADHD, hearing or visual impairments, learning disabilities, and autism to help them learn. The document provides examples of assistive technologies for different disabilities, such as hearing assistive devices, software programs, and writing tools to help with writing skills and motivation. It also outlines steps to find assistive technologies for students with ADHD.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.
The document discusses what an Individualized Education Program (IEP) is and how it is developed. Key points include:
1. An IEP is a plan developed for students with disabilities to allow them to achieve academic success. It defines individualized objectives and goals tailored to the student's needs.
2. Developing an IEP requires assessing the student, considering how their disability affects their learning, setting goals and choosing an appropriate educational placement.
3. The IEP must be reviewed and updated at least annually. It aims to provide students with the least restrictive environment and appropriate services to meet their goals.
Accommodations and Modifications for students -ppToni Theisen
Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
- Access to teacher notes to supplement his own notes
- Extra processing and response time for assignments and tests
- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
Modifications:
- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
Assessment of children with special needs.pptxMelodyManding
Assessment of children with special needs is important to determine if educational goals are being met and to make decisions about placement, instruction, and funding. There are four main types of assessment: formative, summative, performance, and portfolio-based. Special education assessment involves collecting educationally relevant information from various sources like developmental assessments, academic tests, behavior ratings, and curriculum-based measurements to make legal and instructional decisions. Special education teachers need to develop comprehensive learner profiles by looking for patterns in collected data to synthesize information and make educational decisions.
Educational Placement in Special EducationJewel Jem
Educational Placements in Special Education, Where to put the students in the Special Education Program, Placement of Education within the pupils of the Special Education Program
1. Transition planning is a required part of the IEP process for students aged 14-22 to help prepare them for life after high school.
2. The transition plan should be based on the student's interests and vision and address postsecondary education, employment, and independent living skills.
3. Developing the plan involves assessing the student's skills, conducting family discussions, and having the student, parents, and school staff collaborate as a team.
Career Choices for Young Adults with Disabilitiesmacciat
This document discusses transition planning and assessments for students with disabilities. It defines transition as a process to assist students in moving from school to adult life by pursuing postsecondary education and career goals. The document emphasizes that transition planning must be individualized, based on age-appropriate assessments of a student's skills, interests and preferences. It provides examples from case law where transition plans were found to be insufficient due to a lack of proper assessment or individualization. The document also outlines the key components of transition assessments and planning that are required by law.
The document discusses transition planning for students with disabilities. It outlines that transition planning aims to prepare students for further education, employment, and independent living after high school graduation. The transition planning process involves developing post-secondary goals and identifying the student's interests, needs, and vision for after graduation. Transition planning should begin by age 14 and involve the student, parents, and IEP team working together to develop goals and identify supports needed after high school.
This document discusses transition planning and services for students with disabilities. Transition services are designed to improve students' academic achievement, prepare them for life after high school, and help them learn skills for independent adult living. The transition planning process involves assessing students' interests and strengths, creating a post-secondary vision and goals, and developing an action plan to support students in meeting their goals. Key parts of the transition planning form and IEP include the student's vision, annual goals, and identification of needed services, supports, and anticipated graduation date.
Transition From School to Adult Life for Special EducationMaryAlyssaBotin
This document provides guidance for developing transition plans to support students moving from school to adult life. It outlines key aspects to consider including a student's strengths, dreams, needs, goals and the services and activities needed to accomplish their plan. It stresses connecting transition goals to a student's IEP and drawing on both school and community resources. Building a strong network of community support is also emphasized. The transition plan should be reviewed at least yearly and the process benefits all students.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
Easing the Transitions: Elementary to Middle to High School and Beyond - Roll...Naviance
This document discusses plans to implement a comprehensive Student Learning Plan (SLP) across Fairfax County Public Schools to ease student transitions between elementary, middle, and high school. The SLP aims to holistically capture students' social, emotional, intellectual and physical development by having students identify interests, strengths, goals, and future plans with input from teachers, counselors, parents and the students themselves. The SLP will incorporate core academic skills, life/career skills, and continuous feedback to support students. Collaboration between departments will be important for planning, developing resources, defining expectations, and measuring success.
The document provides information on the Department of Education of the Philippines' strategic planning process, including their vision, mission, mandate, and strategic goals. It outlines the key pillars of their education plan which are access, equity, quality, resiliency and well-being, and governance. It then provides details on the strategic planning process, from conducting situational analyses, identifying challenges, and formulating strategic directions and initiatives aligned across governance levels from the central office down to individual schools. The overall aim is to develop strategic plans to achieve their vision of empowering Filipino learners.
The document discusses issues with special education in India compared to Western standards, focusing on Kerala. It notes that while India has established many special schools and laws to support people with disabilities, the reality is that many children do not receive proper medical care, parenting guidance, education, or support to reach their potential. Barriers like stigma, lack of trained investigators, and reluctance to report disabilities also mean the true number of people with disabilities is likely higher than reported. The document calls for a shift in focus from sympathy to empowerment, inclusion, and harnessing human potential for development.
The Global Citizenship Program (GCP) at Webster University underwent revision beginning in 2009 and was approved by the Faculty Assembly in 2011. The GCP aims to provide students with the competencies required for responsible global citizenship in the 21st century by integrating knowledge and skills development. Research indicates the GCP aligns with employer needs, student needs, and national best practices. It emphasizes skills like critical thinking, communication, and intercultural competence that lead to career success. The next steps are to ensure all GCP courses are of high quality and effectively integrate knowledge and skills.
Visioning Integrative Pathways with DePauw University November 29, 2018Bonner Foundation
This document discusses models for developing integrative pathways to connect student learning experiences across curricula and co-curricula. It provides examples of pathways from different universities that integrate academic courses with high-impact practices like research, internships, and capstone projects. The document suggests mapping potential pathways at DePauw University around issues like sustainability, poverty, and community-based research. Attendees participate in activities to brainstorm how courses and experiences could interconnect in an integrated pathway and to map potential curricular and co-curricular connections over four years. The document emphasizes developing pathways to prepare students for civic engagement and post-graduate success.
This ppt highlights the process how to conduct guidance programs in educational institutions. Prerequisites of guidance program, Six guidance services involved in implementation of guidance programs are explianed.
Designing Effective and Measurable Student Learning OutcomesBonner Foundation
This document discusses designing effective and measurable student learning outcomes. It begins with an overview of the goals for the workshop, which are to help participants determine what needs to be assessed, why, and how outcomes translate to assessments. It then covers various topics around developing outcomes such as getting input from participants on their confidence levels, why outcomes and assessment are important, the importance of asking good questions, rigor in research, and using reflective practice. Key terms are defined and the document emphasizes starting with outcomes in mind and providing a process for developing outcomes that was used at IUPUI.
The document discusses the meaning and objectives of educational guidance and vocational guidance. It defines educational guidance as assisting students with their educational career, and vocational guidance as helping students choose and prepare for a suitable career. The document also outlines various methods for providing vocational information to students, such as career talks, media, field trips, and maintaining occupational libraries and publications.
The document discusses stakeholder input on the Local Control Funding Formula (LCFF) and Local Control Accountability Plan (LCAP) for the Mariposa Unified School District. It provides background on the LCFF, which replaces previous school funding models, and the LCAP, a three-year plan that districts must adopt. It outlines the meeting's goals of gathering stakeholder opinions on education in the district, compiling responses, and developing a finalized plan. Stakeholders are asked to provide input through an online survey to help shape goals and services for students. Their comments will inform the district's LCFF/LCAP plan.
The document discusses student support services in distance education. It describes various services provided to distance learners, including academic advising, counseling, financial aid assistance, social programs, and career workshops. It also outlines support activities at the headquarters and study center levels, such as orientation programs, tutoring, exam preparation assistance, and library facilities. Challenges of distance education like lack of support, feelings of isolation, discipline, and technology are also summarized.
The document discusses the purpose and components of 18-21 transition programs. The key points are:
1) 18-21 transition programs are located in community settings to provide intensive transition training for students ages 18-21 as they prepare for life after high school.
2) The Boulder Valley School District's 18-21 program has three components: Pathways for higher support, Bridges for less support, and Employment Services to help students gain work experience.
3) The goal is to simulate a weekly schedule and assist students' transition to adult independence through workshops, community experiences, and agency connections.
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
Similar to Introduction to the Transition Planning Process (Updated 10/17) (20)
The document provides information about developing Individualized Education Programs (IEPs) for students with disabilities. It discusses that an IEP is a written plan that sets learning goals and establishes services to ensure a student's needs are addressed. An IEP is developed by a team that includes parents, teachers, and other specialists. They meet annually to discuss evaluations and observations of the student and develop the IEP. The IEP contains sections for concerns and strengths, present levels of performance, annual goals, and services to be provided. It aims to individualize education and ensure students receive accommodations and specially designed instruction.
The document provides information about special education laws and procedures for families. It discusses:
- The purpose of the Individuals with Disabilities Education Act (IDEA) is to ensure students with disabilities have access to a free and appropriate public education.
- The evaluation process, including consent forms, timelines, assessments, and team meetings to determine eligibility.
- Eligibility is determined by whether the student has a disability, is not making effective progress due to the disability, and requires specialized instruction.
- Key terms like "effective progress" and "specialized instruction" are defined.
Được trình bày bởi Trung Tâm Huấn Luyện và Thông Tin của Phụ Huynh tại Liên Bang về Trẻ Em Có Nhu Cầu Đặc Biệt, bản trình chiếu này được thiết kế để hướng dẫn bạn qua quá trình giáo dục đặc biệt khi nó mở ra, từ thủ tục nộp đơn đến tiến trình giải quyết tranh chấp. Hiểu được tài liệu này sẽ giúp bạn cộng tác tốt hơn với nhóm IEP của bạn và trở thành người ủng hộ tốt hơn cho con bạn.
Được trình bày bởi Trung Tâm Huấn Luyện và Thông Tin của Phụ Huynh tại Liên Bang về Trẻ Em Có Nhu Cầu Đặc Biệt, bản trình chiếu này được thiết kế để hướng dẫn bạn qua quá trình giáo dục đặc biệt khi nó mở ra, từ thủ tục nộp đơn đến tiến trình giải quyết tranh chấp. Hiểu được tài liệu này sẽ giúp bạn cộng tác tốt hơn với nhóm IEP của bạn và trở thành người ủng hộ tốt hơn cho con bạn.
Prezante pa Sant Fòmasyon Paran ak Enfòmasyon nan federasyon an pou Timoun ki gen Bezwen Espesyal, sa a webinar revize basics yo nan pwosesis edikasyon espesyal la. Konprann materyèl sa a pral ede ou pi byen kolabore ak ekip IEP ou epi vin yon pi bon avoka pou pitit ou
~~~~~~~
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this webinar gives an overview of the special education process. Understanding this material will help you to better collaborate with your IEP team and become a better advocate for your child.
The document discusses serving undocumented families who have children with disabilities. It describes the Federation for Children with Special Needs and Parents Reaching Out, organizations that provide support and resources to these families. They act as cultural brokers and collaborate with other groups serving Hispanic/Latino communities. Some challenges these families face are cultural and language barriers, access to services, and fears related to immigration status. The organizations aim to build trust and address needs through outreach, training on cultural competency, and sharing family stories.
Este documento proporciona información sobre cómo tener una comunicación efectiva con la escuela de un hijo. Explica que la comunicación efectiva implica escuchar activamente, hacer preguntas abiertas y mostrar empatía. También discute métodos de comunicación como comunicación verbal, no verbal y escrita. Además, ofrece consejos sobre cómo establecer y mantener una comunicación positiva con la escuela, incluyendo prepararse para reuniones y seguir hablando después para resolver cualquier desacuerdo.
Este documento explica los derechos de los estudiantes y padres en relación con la disciplina escolar. Resume los cambios en las leyes de disciplina de tolerancia cero a escuelas que brindan apoyo, las protecciones legales para estudiantes con IEP o planes 504, y los tipos y procedimientos de suspensiones, expulsiones y remociones de emergencia. También explica los límites al uso de sujeción física y el derecho a seguir recibiendo servicios educativos durante una suspensión.
Este documento fornece informações sobre comunicação efetiva entre pais e escolas. Ele discute a importância da comunicação, métodos de comunicação, como estabelecer e manter uma comunicação positiva e opções quando houver desacordos. O documento também fornece exercícios práticos para ajudar os pais a melhorar suas habilidades de comunicação.
Apresentado pelo Centro de Treinamento e Informação para Pais na Federação para Crianças com Necessidades Especiais, esta apresentação é para orientá-lo através do processo de educação especial à medida que se desenvolve, do procedimento de inscrição ao processo de resolução de disputas. Compreender este material irá ajudá-lo a melhor colaborar com sua equipe de IEP e se tornar um melhor defensor para seu filho.
Esta apresentação fornece uma visão geral do processo de planejamento de transição para jovens com IEPs. O planejamento de transição é um processo contínuo que começa aos 14 anos para preparar estudantes com deficiência para a vida após o ensino médio. Requer planejamento, desenvolvimento de habilidades e suporte de rede.
Este documento resume los derechos básicos de educación especial según la ley IDEA. Explica el proceso de educación especial, incluyendo cómo referir a un estudiante para una evaluación, los pasos para determinar la elegibilidad, el contenido de un IEP y la colocación en el ambiente menos restrictivo. El objetivo es capacitar a los padres para que participen más efectivamente en el proceso de educación especial de sus hijos.
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
This presentation identifies the features of different learning styles and explores how parents and teachers can harness a child’s learning style to help him/her achieve success.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. The Federation for Children
with Special Needs
advocates for quality
education, parent
participation and access to
quality health care services
for all children, especially
those with disabilities.
Who We Are …
4. The LINK Center connects
families and individuals with
disabilities who are transition
age (14-26) to information,
supports and services to
achieve their future vision.
The Parent Training and
Information Center (PTIC),
provides free information,
support, technical assistance and
affordable workshops to families
who have children with disabilities
and the professionals who work
with them.
5. Workshop Agenda
• What is Transition Planning?
• The Transition Planning Process
• Transition Assessments
• Transition Planning Form (TPF)
• Chapter 688 Referral
• Graduation/Turning 18
• Resources
• Questions
6. What is Transition Planning?
Transition is about Planning for Life after high school:
•academic and non-academic courses and learning
experiences,
•employment and related training opportunities,
•community living, and leisure activities.
Goal is to help young adults
successfully
move from school into
the adult world.
7. Why is Transition Important?
Unemployment rates for working age adults with
disabilities hover at 70% level
Students with special needs are 3 times
more likely to live in poverty as adults
35% of students with disabilities failed to graduate
with a regular diploma
Drop-out rate is 50% higher than that of
non-disabled youth
DESE Harris Survey 2004
8. Transition Laws
IDEA 2004
Beginning in 1990, the Individuals with Disabilities Education Act (IDEA) required
transition services for all children with disabilities- 20 USC §1400 (d)(1)(A)
M.G.L. c.71B – MA Special Education Law
M.G.L. c.688 – “Turning 22” Law
Rehabilitation Act of 1973 (Amended in 1992 and 1998)
Creates the framework for a nationwide service system intended to support the
transition from school to work - 29 USC §1701
Workforce Innovation and Opportunity
Act of 2014 (WIOA)
9. A Guiding Principle
“The purpose of IDEA is to ensure that all children
with disabilities have available to them a free and
appropriate public education that emphasizes
special education and related services designed to
meet their unique needs and prepare them for
further education, employment and
independent living...”
20 USC §1400(d)(1)(A)
10. More than Education,
Employment, and
Independent Living
Transition Planning can also address:
•Self-Determination
•Financial Literacy
•Health
•Recreation & Leisure
•Community Access
•Interpersonal Skills
12. What are Transition Services?
IDEA defines Transition Services as …
A coordinated set of activities for
a student:
• Designed within a results-oriented
process
• Focused on improving academic &
functional achievement
• Facilitates movement from school to
post-school activities
34 CFR §300.43(a)
13. Who is Eligible for Transition Services?
In Massachusetts, students
between the ages of 14-22
(or younger if determined appropriate
by the IEP Team)
who receive special
education services-on IEP
of all disability types
Transition!
!
14. What is Transition Planning?
• School Preparation
• Career Preparation
• Youth Development and
Leadership
• Connecting Activities
• Family Involvement
17. • Provide increasing opportunities to
help student develop skills needed to
become independent
• Assist student in developing a vision
of what student wants to do in life
Parent’s Role in Transition Planning
EXAMPLES– visit places in the community where
student could volunteer, support extra-curricula activities
and clubs, use professional connections to help youth
identify real world career opportunities, practice soft
skills with youth
18. • Participate in IEP Meeting at age 14 or earlier
(eventually lead IEP meeting)
• Develop their own vision statement to share at the IEP
meeting, identify their interests and preferences
• Take courses to prepare them for postsecondary goals
• Identify career options that match their interests and
strengths/skills
• Set goals, aim high – sustain motivation
Students should be at the center
of the Transition Planning Process
Student’s Role in Transition Planning
19. Making choices and decisions based on own preferences and
interests is self-determination.
Self-advocacy is giving a voice to those choices. These skills
need to be taught and practiced
• in school
• at home, and
• in the community
Need opportunity to problem-solve,
make mistakes and
advocate for oneself.
Self-Determination and Self-Advocacy
20. Student Vision = Postsecondary Goals
Vision statement should include:
1. One postsecondary goal in Education/Training
2. One postsecondary goal in Employment
3. If appropriate…one goal in Independent Living Skills
34 CFR §300.320(b)(1)
EXAMPLES:
After exiting high school, …
• I want to enroll in a culinary arts program.
• I want to work part-time in a daycare center.
• I plan to use the bus to get to my job, the supermarket
and the gym.
http://www.doe.mass.edu/sped/advisories/goals-example-sheet.pdf
21. WHERE TO START?
Start with the students’ vision
Sports
Recreation
and Social
Activities
Personality
shy/outgoing
Job or
Volunteer
Activities
Likes/
Dislikes
Favorite
Things
What do you
want to be
when you
grow up?
Where are
you going to
live?
What do you
want to do
for fun?
You may need to
collect data on
students skills…
22. Transition Assessments
The IEP must include
“ …appropriate measurable post-secondary goals
based upon age appropriate transition assessments
related to training, education, employment and where
appropriate, independent living skills; …”
[20 U.S.C. §1414 (d)(1)(A)(i)(VIII)]]
Definition:
“ongoing process of collecting data on
the individual’s needs, preferences, and
interests as they relate to the demands
of work, education and personal and
social environments.”
[Sitlington, et al., 2007]
23. What do you Need to Know?
Can my student learn to drive?
Can he work more than 4 hours during
an average work day?
Can she write an 5 paragraph essay
for a college application?
Can she navigate on the bus to the
gym independently using her phone?
Can he work in a group?
Can she follow multi-step directions?
How do we
answer these
questions?
Examples:
24. Types of Assessments
FORMAL assessments involve
standardized testing, measuring specific
skills.
Examples: achievement tests, aptitude
tests, career interest inventories
INFORMAL assessments are useful to
identify individual strengths and needs.
Examples: teacher or parent
observation, Self-evaluation/Portfolio,
Situational assessments of work skills
on job sites
DESE Assessment Example Sheet:
http://www.doe.mass.edu/sped/advisories/transition-
assessments-example-sheet.docx
25. 1. Review the Transition Planning Form.
2. Discuss what interests your student has, what further
education or jobs they might be interested in.
3. Talk to student about how they will participate.
4. Make a list of questions.
5. Ask about transition assessments done by the school.
6. Learn about graduation requirements.
How to Prepare for the Transition
Planning Meeting
26. The Team should discuss and complete the TPF before
completing the IEP Form.
1.Post-Secondary Vision considers the student’s
preferences, interests and the desired outcomes for
education/training, employment and adult living.
2.Disability Related Needs addresses disability-related
skills that require IEP goals and/or related services.
3.Action Plan outlines how student can develop skills to be
prepared both academically and functionally to meet their
vision for the future and who will support them.
Transition Planning Form (TPF)
27. Transition in the IEP
1. Postsecondary Vision
2. General Curriculum (PLEP A)
academic accommodations and
specialized instruction
3. Other Educational Needs (PLEP B)
Extra curriculum activities,
Social/Emotional needs,
Assistive Technology, Travel Training,
Behavior, Nonacademic activities,
Skill development related to vocational preparation or
experience
4. Annual IEP goals should align with student’s post-
secondary outcomes and disability related needs One
year step towards Vision
28. Summary - Transition Planning in High School
• Team Meeting to address Transition Services
• Student is invited at age 14
• Team uses the state mandated Transition Planning Form (TPF) to
guide discussion
• TPF is completed before developing an IEP
• Student Vision transferred from TPF to IEP
• IEP annual goals are written with TPF input
• TPF is reviewed on an annual basis until student graduates or turns
age 22
IEP is the legal document; nothing on TPF is mandated to
occur, TPF is a planning tool
29. • When student receives state standard diploma
or turns 22.
• All students allowed to participate
fully in high school graduation
ceremonies and activities.
M.G.L. c.71B §16
• Students exiting special education receive a
Summary of Performance
(outlining academic achievement and
functional performance with
recommendations for meeting post-
secondary goals) 34 CFR §300.305(e)(3)
END of Entitlement
30. Chapter 688 Referral
Massachusetts “Turning 22 law” enacted in 1984 to address transition
planning needs of students with significant disabilities who will need
adult services. (one referral per student)
Unable to work more than 20 hours per week w/out supports
Two year planning process
School makes the referral to Adult Human Service Agency
Agency develops an Individualized Transition Plan (ITP)
688 is NOT:
Continuation of Special Education
Adult Eligibility Determination
Entitlement to adult services
31. Graduation
To earn a state standard diploma, student
must:
• meet the Competency Determination
(CD) standard (pass all three 10th
grade MCAS tests), and
• meet all local graduation requirements.
An Educational Proficiency Plan (EPP) must
be developed for any student who does not
meet or exceed the Proficient level (score of
240) on the grade 10 ELA and/or
Mathematics tests.
http://www.doe.mass.edu/ccr/epp/
IEP &TPF Form
includes:
Anticipated date of
graduation
Certificate of Achievement or Attendance is not a state diploma.
32. At 18, youth can vote, buy a house or get married.
In the eyes of the law, the individual is presumed to have
the capacity to make informed legal, financial and
healthcare decisions.
Age of Majority - at age 18, all of the decision-making rights
in special education that have been exercised by the parent
transfer to the adult student.
Selective Service - all males must register at age 18.
Eligible for SSI and Medicaid/MassHealth - be aware of the
financial eligibility criteria to qualify.
Apply for Section 8 Housing Voucher
Turning 18
33. Does my child have the capacity to make
personal and financial decisions?
Alternatives from Least to Most Restrictive:
• Joint/Custodial Bank Accounts
• Durable Power of Attorney for Property
• Trusts
• Representative Payee
• Advocate
• Health Care Proxy
• Conservatorship
• Guardianship
Decision-making Options
34. Adult Human Service Agencies
Massachusetts Rehabilitation Commission - MRC
Department of Developmental Services - DDS
Department of Mental Health - DMH
Massachusetts Commission for the Blind - MCB
Mass. Comm. for the Deaf and Hard of Hearing - MCDHH
Massachusetts Department of Children and Families - DCF
Department of Youth Services - DYS
Bureau of Transition Planning- BTP
35. What will they do all day?
Where will they live?
How will they get around?
What government assistance do they qualify for?
Who will pay for their expenses?
What will happen when I can no longer care for them?
Family Discussions before age 22
36. A Continuum of Options
There is not one
right pathway and
with acquisition
of skills,
an individual can
move into new
opportunities.
37. Stay Informed about Transition
• Join the Conversation!
FCSNTransition Listserve – a free Yahoo group
for parents and professionals
fcsntransition-subscribe@yahoogroups.com
• Learn More!
FCSN’s The LINK Center website
www.fcsn.org/linkcenter
DESE Secondary Transition website
http://www.doe.mass.edu/sped/secondary-
transition/default.html
38. Planning a Life
Planning a Life is a two day Transition planning conference (runs 8:30am to
4pm) with information and resources for families, educators and professionals.
Topics include:
•Creating a Vision for life beyond High School
•Transition laws
•Transition assessments
•The MA Transition Planning Form and IEP goals
•Post-Secondary Education and Career preparation
•Community connections
•Family involvement
Registration is required as space is limited. There is a program fee for this
conference.
For current dates and more information -
http://fcsn.org/linkcenter/pal
39. Resources
A Family Guide to Transition Services in Massachusetts
http://fcsn.org/transition_guide/english.pdf
http://fcsn.org/transition_guide/spanish.pdf
Transition Planning Form
http://www.doe.mass.edu/sped/28MR/28m9.pdf
DESE Technical Assistance SPED Advisories:
Postsecondary Goals and Annual IEP Goals in the Transition
Planning Process
http://www.doe.mass.edu/sped/advisories/13_1ta.html
Transition Assessment in the Secondary Transition Planning Process
http://www.doe.mass.edu/sped/advisories/2014-4ta.html
Promoting Student Self-Determination to Improve Student Outcomes
http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf
40. Contact our Call Center
617-236-7210
Visit our website
www.fcsn.org
Email Us
info@fcsn.org
Follow Us on . . .
How Can We Help You?
41. INFORMING, EDUCATING, EMPOWERING FAMILIES
617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
Thank you for coming!
Parent Training and Information Center (PTIC) and The Link Center
are supported in part by grants from
the U.S. Dept. of Education, Office of Special Education Programs,
the Rehabilitation Services Administration and
the MA Dept. of Elementary and Secondary Education
Any questions?
Editor's Notes
Purpose of the Slide: Welcome Attendees
Notes to presenter: Introduce yourself as the presenter
Maybe do room introductions quickly to get an idea of who the audience is….. Parents, educators, other professionals
Talking points:
Purpose of the Slide: Introduce the topic of the workshop – note that it is an introductory workshop on the topic of transition
Notes to presenter:
Talking points:
The transition process can be overwhelming, so this workshop touches on some of the overarching key aspects to transition planning.
Follow up workshops, webinars and the Planning a Life Conference are opportunities to learn more.
Purpose of the Slide: Educate about the FCSN
Notes to presenter: Emphasize the various ways that the Federation reaches parents (telephone calls, email, written publications, social media, conferences and workshops and in person) – Calls are free!
Talking points: Informing, Educating and Empowering Families – a parent is a child’s best advocate!
Purpose of the Slide: Educate about PTIC and the LINK Center
Notes to presenter:
PTI – FCSN has held the federal grant for MA for over 40 years
LINK - New Project- DOE- RSA Grant was received in Fall of 2014
Talking points:
Explain what the Parent Training and Information Center (PTI) is.:
Is one of the many “projects” here at the Federation
Every state has a PTI (mandated under IDEA)
Offer a Parent Consultant Training Course (PTIC) where we train parents and professionals to be special education advocates. PTIC is offered several times each year in various locations throughout the state.
Explain what the LINK Center is:
Centralized hub for transition resources for the state of Massachusetts
-Goal is to create accessible information for families and young adults with disabilities about the transition process
-Check out the website for more information
Purpose of the Slide: Explain what will be covered – general topics – in the workshop
Notes to presenter:
Talking points:
Can read through list or just make a general statement of “here is what will be discussed”
Purpose of the Slide: Define what is meant by “transition”
Notes to presenter:
Talking points:
Helping young adults to build their vision
Emphasizing the importance of planning and preparation here
Opportunity to comment on difference between school being an entitlement and how adult services are more limited
An on-going process
Experiences both in school, at home and in the in the community
Opportunity to develop skills
Purpose of the Slide: Help audience understand why planning for the future is so important, the statistics are grim for people with disabilities
Notes to presenter:
Talking points:
Just read some or all of the statistics
Point out that the data shows significant challenges for young adults with disabilities and how transition can help prepare young adults and hopefully influence their success
Purpose of the Slide: Review that transition planning is supported by federal and state laws.
Talking points: Page highlights key laws that impact transition services, but we are just providing an overview and not getting into the law details.
IDEA- 1990 requires transition services are provided to students with disabilities
MA Law- Specific to MA, so more focused and includes younger students starting at 14
Turning 22/ Ch. 688- talk more about it later but it is a referral process for some students to get referred to an adult service agency to receive supports beyond high school.
Rehab act- prohibits discrimination on the basis on disability both in school and employment- for example section 504 to support accommodations.
WIOA- law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. Pre-employment transition Services (PETS) specifically to increase for youth with disabilities – 15% of MRC funding to go to PETS projects.
Purpose of the Slide: State general purpose as a framework
Notes to presenter: This is the first and BEST paragraph in IDEA! It supports EVERYTHING you will talk about. It reinforces the IDEA that school is not just EDUCATION, but EMPLOYMENT and INDEPENDENT LIVING
This is not the Federation’s interpretation but the language of IDEA.
Read the quote and note the citation in IDEA.
Talking points:
Focus on the bold text:
The goal of public education for students with disabilities is prepare them for transitioning to further their education, employment and life skills.
Transition is FAPE for students with disabilities on an IEP.
The THREE BIG areas of need. The THREE Transition goal areas.
EDUCATION
EMPLOYMENT AND
INDEPENDENT LIVING
Each of the three BIG areas are critically important to each other. Every IEP should reflect appropriate goals in each of these three areas as determined necessary.
Purpose of the Slide: Planning process goes beyond just the three purposes in law – to meet unique needs of student
Notes to presenter:
Talking points:
Students are not limited to the 3 areas highlighted in the IDEA, most important future planning must relate to a student’s unique needs.
Purpose of the Slide: Highlight new federal push for college and career for all students
Notes to presenter:
Talking points:
Obama initiative for free community college, federal emphasis under WIOA on jobs
This slide highlights how one of the main MA DESE priorities is to prepare all students for college and careers.
Purpose of the Slide: Legal definition of transition services
Notes to presenter: Transition is what ‘school’ has been building up to all along. The jog to the end of the special education journey. The federal government spends billions of dollars on special education funding from age 3-22.
Talking points:
IDEA transition requirements came about to ensure more consistent individualized Transition services options for all students with disabilities to encourage positive outcomes in adult life.
The intent of IDEA is to improve preparation in secondary school, and, with more student focused transition planning, improve results for students in employment and independent living environments.
Too often in high school, critical Transition planning information is not shared with students and families. Students take courses based on availability and funding instead of their preferences, interests and vision for the future as intended by IDEA.
Transition goals are meant to prepare each student for a successful transition from school to adult life in their chosen community.
Transition services are developed to ensure that appropriate learning experiences are incorporated into the IEP to support Transition goals.
Purpose of the Slide: Defines who is eligible for transition services
Notes to presenter:
Talking points:
Highlight bullet points
Note – those on 504 plans are NOT eligible
OK to start younger (students in DCF custody may exit system at age 18 – best to start as early as practical)
Purpose of the Slide: Introduce general framework for transition planning – goes across multiple areas.
Notes to presenter:
Talking points:
Here at the LINK Center we are utilizing the guideposts for success from the National Collaborative on Workforce and Disability. The framework highlights five areas that are crucial when transition planning. You will find that many of the LINK Center materials and website are organized using this framework making it easier for families to navigate and information they need.
Purpose of the Slide: Examples to assist families in planning
Notes to presenter:
Talking points:
Timelines are one of the best resources for families to understand that transition is beyond the classroom. Families will often find that schools can not help families with all the systems involved in the transition process….that is why starting early and planning ahead is important.
Purpose of the Slide: DESE model of the transition process
Notes to presenter:
Talking points:
This is the visual model that MA DESE developed to describe the transition process from being in school as a self-determined student (having assessments, IEPs and TPFs) and then moving to postsecondary success (education, employment, independent living, community participation). The infinity symbol surrounds the whole transition process meaning the family and community services are so important.
Link to learn more about the model: http://www.doe.mass.edu/sped/2013/SecondaryTransition/VisualModel.pdf
Purpose of the Slide: Families should be involved – important to the process
Notes to presenter:
Talking points:
Make community connections
Help with planning around the transition timelines and systems of support, but encourage young adults to be self-determined (ex: Social security, housing, health care…..)
Purpose of the Slide: Student should own a piece of the planning process
Notes to presenter:
Talking points: The more students are engaged in planning their own futures, the more promising those futures are likely to be.
The more experiences youth have, the more they:
understand themselves, including their likes/dislikes
develop a bigger and more detailed vision
grow in confidence
acquire new skills
become known in your community
Developing a Portfolio can help them to prepare to participate and allows them to share their stories, experiences and expectations. A student’s portfolio begins to document life’s journey.
Portfolios can also be useful as the student applies to community service, postsecondary and/or work environments.
Portfolios also foster feelings of self worth as students ‘see’ their accomplishment and documents their successes.
Purpose of the Slide: To emphasize the need for self-advocacy skills, to empower students to take more control over their own lives.
Notes to presenter:
Self-advocacy skills are essential; they are the key to a student’s successful independence and interdependence.
It is important that self-advocacy goals include identifying a problem/issue/concern as well as someone who can help address or resolve that issue.
Without these skills the student can become lost and overwhelmed.
Talking points:
Remember the VISION drives the TRANSITION process! It is the most important force behind the development of meaningful transition goals and a truly student driven process.
IDEA encourages the involvement of students with disabilities in decisions regarding their own future to facilitate a more student-centered transition plan. Students need to be actively involved and when ready, lead transition planning if they have sufficient preparation and support. —it is their life being planned.
Resource: http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf
Purpose of the Slide: Explain post-secondary goals = vision
Notes to presenter:
Talking points: DESE advisory states students should articulate at least two after HS goals in their vision statement.
This goes on the TPF and the IEP and is the vision for after high school.
Talk about what if they don’t know what they want to do……
Talk about what if what they want to do is unrealistic….
The team refers to the student's postsecondary goals and asks:
What skills, strengths, interests, personal attributes, and accomplishments does the student currently have that will contribute to his/her postsecondary success?
What skills and strengths will the student need to acquire in order to achieve his/her desired postsecondary outcomes?
Given the student's disabilities, what supports and services will be necessary for the student to make progress towards achieving his/her postsecondary goals?
With family informal
Purpose of the Slide: Transition Assessments can help student/family assess if future vision is attainable – what skills need to be developed- or help to define what it is that someone wants to do or can do
Notes to presenter:
Talking points:
A strategy to help learn more about the student if they are lacking some self-determination/advocacy skills is through transition assessment….(help with moving from last slide)
Transition Assessment is a crucial element to transition planning in helping to figure out what services are appropriate.
What do you need to know about the student?
No one magic test
Assessment chosen should support student’s learning style
Individualized per student
On going process during the high school years
Purpose of the Slide: Questions to help define the types of assessments for a student – What do you need to know about student in order to plan
Talking points: Who is the student? (i.e., what are the student’s needs and strengths)
Who does the student want to be, or what does the student want to do? (i.e., what are the student’s preferences and interests)
What is the fit between the student and the requirements of the educational, employment, and living environments into which the student plans to move?
What skills, strengths, interests, personal attributes, and accomplishments does the student currently have that will contribute to his/her postsecondary success?
What skills and strengths will the student need to acquire in order to achieve his/her desired postsecondary outcomes?
Given the student's disabilities, what supports and services will be necessary for the student to progress towards achieving his/her postsecondary goals?
What experiences will they require in high school to be successful in their future employment and post secondary settings?
What needs do they have in self-determination, financial literacy, assistive technology, etc?
Purpose of the Slide: Define the types of assessments
Notes to presenter:
Talking points:
Not always formal testing
Explain when a formal consent form needs to be completed – All-Few-Some model
Not required for assessments administered to all
Not required if part of routine programming
Not required for screening purposes
Required if not given to all, not part of regular programming and not part of ongoing progress monitoring
The team may rely on formal and informal transition assessments such as:
input from the student, his/her family, and others who know the student well; student transcripts; MCAS results; teacher notes; previous IEPs; achievement tests; functional behavioral assessments; life skills and/or interest inventories, etc.
Additional examples of possible transition assessments are available at Transition Assessments Example Sheet – citation on slide.
Purpose of the Slide: Helpful advice to think about the meeting beforehand- prepare notes/documents/questions
Notes to presenter:
Talking points:
Make sure the team discusses a graduation date so the everyone is aware when the student will be leaving school. Even if you are not sure- a discussion is warranted
Think about how the student could participate in the meeting. Make a short presentation, collage, portfolio, video?
Purpose of the Slide: Review the handout/form
Notes to presenter:
Talking points:
The TPF is a flexible, brainstorming tool
Should be completed BEFORE drafting IEP – see DESE Advisory http://www.doe.mass.edu/sped/advisories/13_1ta.html
“When developing annual IEP goals for Transition, the team should discuss and complete the TPF before completing the IEP form. “
Go through each section – text on form is informative
A clear and direct link should exist between the student's annual IEP goals and his/her postsecondary goals as delineated in the Vision section of the TPF and IEP.
Purpose of the Slide: Providing a little background on the IEP and where transition should go
Notes to presenter:
Talking points:
Transition should read throughout the IEP. There are not Transition IEP goals- the WHOLE IEP is Transition!!!!!
You should be able to pick up an IEP and without looking at age of student know that the student is 14-22
Purpose of the Slide: The process for completing the TPF and IEP
Notes to presenter:
Talking points:
MA DESE calls the TPF a flexible brainstorming tool
The Team discusses and completes the TPF before completing the IEP form.
The student’s vision statement/postsecondary goals from the TPF is transferred directly to the Vision statement on the IEP. (The rest of the Team may add their thoughts to the Vision statement when it is on the IEP, if desired.)
The student’s disability-related needs from the TPF are used to inform annual goal development on the IEP. An annual IEP goal should focus on building skills that will make the biggest difference to the student during that school year. Each year’s annual goals build skills, year over year, that will promote the realization of the student’s vision/postsecondary goals.
Elements from the Action Plan on the TPF may be included in the IEP, if the school district is responsible for them.
Purpose of the Slide: Highlighting the end of services- students exiting special education
Notes to presenter:
Talking points:
No services are guaranteed after this!!- Based on disability related needs and eligibility
Summary of Performance - The law requires that "the public agency provide a summary of academic and functional performance, including recommendations to assist the student in meeting postsecondary goals, for students whose eligibility terminates because of graduation with a regular high school diploma or because of exceeding the age eligibility for FAPE under State law" (§300.305[e][3]).
SOP Resroiuces: http://www.nsttac.org/content/summary-performance-resources
Purpose of the Slide: The Referral form- show a copy (simple one page form)
Notes to presenter:
Talking points:
Make sure it is clear this is a process of referral- not an application. Follow up must occur with actually apply for adult services.
Anyone can apply without a Chapter 688 referral from the school
The school does not take care of this process for you always- make sure you ask and follow up!
Purpose of the Slide: Graduation and MCAS requirements
Notes to presenter:
Talking points:
Graduation means exit from high school not receiving a diploma
Anticipated Date of Graduation – make sure you are on the same timeline as the school district!
Competency Determination - http://www.doe.mass.edu/lawsregs/603cmr30.html?section=03
MCAS - http://www.doe.mass.edu/mcas/graduation.html
Educational Proficiency Plans - http://www.doe.mass.edu/ccr/epp/
Purpose of the Slide: Highlighting some of the big changes at 18
Notes to presenter:
Talking points:
You are just touching on the topic and then you can talk about how the FCSN offers workshops on these topics or other organizations for more information.
Age of Majority - http://www.parentcenterhub.org/repository/age-of-majority-parentguide/
Guardianship - FCSN YouTube #18 - Guardianship and the Alternatives with Attorney Hilary Dunn of DLC
https://www.youtube.com/playlist?list=PLoxXvZyVuP_adWcRy3LZwyeKvtPD2I89v
Selective Service - https://www.sss.gov/Home/Registration
SSI - http://www.mass.gov/eohhs/consumer/basic-needs/financial/ssi-ssdi/
Section 8 – new video from Autism Housing Pathways - http://18section8.org/
Purpose of the Slide: Guardianship and the Alternatives discussion
Notes to presenter:
Talking points:
Talk about the continuum of options and that guardianship is certainly not for everyone, especially as we encourage our youth to be more self-determined.
This is an area where families need to follow up with more workshops- there is a webinar online FCSN on guardianship with Hillary Dunn that they can watch to learn more.
Purpose of the Slide: MA state agencies
Notes to presenter:
Talking points:
MRC- vocational services (all disabilities)
In general, you go to the agency that most that serves individuals with your disability.
Can invite the agency to attend the IEP meeting
Purpose of the Slide: Getting people thinking about the future and importance of planning.
Notes to presenter:
Talking points:
Pose these questions to highlight there are many things to think about for when your student leaves the school system.
Follow up with the LINK Center with specific questions or find more workshops that cover these topic areas.
Suggest don’t think about all these questions at once- use a transition timeline and remember one step at a time and BREATHE.
Purpose of the Slide: Reviewing all of the Options in Education, Employment and Ind. Living
Notes to presenter:
Talking points:
There is not one right pathway and with acquisition of skills , an individual can move into new opportunities.
Purpose of the Slide: More resources – how to learn more about the topic of transition
Notes to presenter:
Talking points:
FCSN Transition Listserve is a free Yahoo group – can get daily emails, weekly digest or just view online
New LINK Center website just coming online
DESE new website debut in Fall 2015
Purpose of the Slide: Introduce our 2-day conference
Notes to presenter:
Talking points:
Learn more about transition!
Takes place 3 times per year throughout the state
Fee-based workshop but some scholarship opportunities
Can register online
Purpose of the Slide: Share some resources
Notes to presenter:
Talking points:
The Family Guide is available online in both English and Spanish
You can access the Transition Planning Form at http://www.doe.mass.edu/sped/iep/
(English Version, Spanish Version, Portuguese Version, Haitian Creole Version, Chinese Version
Purpose of the Slide: FREE Call Center
Notes to presenter:
Talking points:
Get answers to your questions
Also can contact the LINK Center!
Purpose of the Slide:
Notes to presenter:
Talking point