Special Education Transitions Transition planning is part of the Individual Education Plan (IEP) process for children and adolescents with disabilities. Planning for transitions from program to program across a student's academic career provides support and modifications that might be needed in order to promote a student's progress. Each level of educational program presents its own set of challenges, and planning for those challenges -- as a student moves from pre-school, to elementary school, to secondary school, and finally to post-secondary settings -- can avoid ineffective use of resources while maximizing the student's academic experience. This paper briefly discusses transition planning across different school and program levels for a student who has been identified as emotionally and behaviorally disordered (EBD) and who might be attending school at Lake...
The school serves all ages of children from pre-Kindergarten through high school (Holcombe School, 2011). There are approximately 116 high school students (Holcombe School, 2011). In this cross-categorical program, transition planning may be less complicated than in schools with more formal divisions between age-level and grade-level programs, simply because everyone is under the same roof, so to speak (Holcombe School, 2011). On the other hand, one of the tenets of transition planning is to extend the students' experiences beyond their current environment -- this is the fundamental challenge facing Lake Holcombe school -- a challenge that naturally takes on more significance as the students mature and progress through their programs.
Transition Planning in Special Education Transition planning is one of the most critical components of effective special education policy and program design. In fact, transition planning is required by law, ensconced in the Individuals with Disabilities Education Act (IDEA) (Carter, Brock & Trainor, 2012). Due to IDEA’s provisions for special education transition planning, the number of students with disabilities and special needs enrolling in colleges and universities has increased (Hamblet, 2014).
Special Needs Transition Intervening to place children towards their appropriate levels of schooling is very important and requires certain and descriptive analysis. As a result of these changes, coping mechanisms are developed for the children that present new and different challenges for the both the educators and the parents and family of the child in question. The purpose of this essay is to discuss the factors involved that would promote or
Introduction to the Problem Designing effective support services for students with autism remains one of the most pressing needs in special education (Creswell, 2013). Autism is described as being a spectrum because of its diverse manifestations. Therefore, students with autism spectrum disorders comprise a heterogeneous group. Being a heterogeneous group makes it harder to design effective support services that meet the needs of all persons. Research consistently shows that although students
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration
Calgary Public School Board Models of Consultation and Collaboration What model of consultation and collaboration am I going to use -- and why? I am employing a combination of approaches to the issues confronting teachers when it comes to William Perry and Janna Small. The model devised by Idol, Nevin, Paolucci-Whitcomb (INPW) (referred to as the "Collaborative Consultation Model"), was specifically designed to help " . . . learners who may be
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