Special Education ransitions
ransition 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. his 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 Holcombe School in Holcombe, Wisconsin (Holcombe School, 2011).

Introduction

Lake Holcome is a small, rural school with a student population of about 375 students in a…...

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Transition activities at this program and age level (Part C to Part D in federal policy nomenclature) deal primarily with building familiarity and enhancing communication (CESA, 2011). By the time a child has been in an infant program and is headed for a pre-school setting, the child's parents and teachers have learned quite a bit about the child (CESA, 2011). Ideas about how the child is best supported for learning and what programming the parents can conduct at home all need to be communicated by the sending program to the receiving program (CESA, 2011). Informal meetings between the staff at each program and with the parent and child present can facilitate a relationship that helps the child and prevents unnecessary spinning of wheels in the first few weeks of the educational change. Parents are invited to sit in on group sessions at the new setting and, teachers will have established some cross-visitation as well.

Transition Between Programs: From Three-to-Six Years to Six-to-Fourteen Years

Transition at this program and age level are quite important because the child will have established only one schema for school -- the one that he or

Faculty to assist with pre-vocational skills training
6. Linkages to specific programs and services

7. General support for student and parents in all aspects of the student's progress

Of course, the tasks delineated above can double amongst faculty, meaning that there need not be a special and specific staff member set aside to deal with each specific duty. taff-members rather can and do multitask and whole programs may be set up that deal with addressing goal-setting and vocational needs where the different tasks may be delegated amongst the pool of counselors and personnel.

The following programs are available to all high-schools students, and, depending on need, I can introduce them to the special needs student too. These include:

Guidance counseling

Career center services

Work experience education

Academy programs

Career education / vocational courses.

Implementation of the IEP

The IEP starts with a meeting where all individuals connected with the student's progress are invited. This includes student, family members, school staff,…...

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Sources

IEP Transition Planning Summary Information Tools www.cde.state.co.us/cdesped/download/pdf/TK_TransMtg.pdf

Transition Planning for students with IEPs www.greatschools.org/.../873-transition-planning-for-students-with-ieps.gs

Writing the Transition Plan www.nhspecialed.org/documents/Writing%20the%20Transition%20Plan.pdf

eeoc.gov
/facts/ada17.html].

Students can be matched to a job based on information provided by the assessments (e.g., aptitude, strengths). Consideration must also be given to the logistics of a student's employment, including location, work hours, transportation, wages and benefits.

Training and preparation for the job ideally take place both in school and on the job. There are more supports in the school setting with teachers and other personnel trained to work with students with disabilities. The experience may be a new one for an employer, so the support system must extend from school to the workplace as everyone learns what is expected and to deal with challenges as they inevitably arise. TIN recommends the school work with the employer to determine employee's response to the demands of the job and identify strategies to capitalize on the employee's strengths and minimize limitations. The school can assist the employer in providing accommodations as appropriate.

Successful transition…...

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References

Coulter, J. (2011). Helping students with Asperger Syndrome prepare for the workplace.

Pathfinders for Autism. Retrieved from  http://www.pathfindersforautism.org 

/articles/view/helping-students-with-asperger-syndrome-prepare-for-the-workplace

Gathers, L.B. (2011). Specialized vocational planning for people with autism. National Career Development Association. Retrieved from  http://associationdatabase.com

Instead, they are using the technology as a crutch for not becoming independent. To avoid these kinds of issues means that another approach must be taken. In this particular case, educators need to have students master the basic skills before utilizing technology. This will help them to grasp the core concepts and then use these ideas when operating various tools. (Bakkan, 2008, pp. 40 -- 56)
Evidence of this can be seen with observations from Bakkan (2008). He found that when a low tech solution is used first. The students are more responsive to this approach. If everyone is practicing this kind of belief, is when there will be lower costs and simple solutions in helping students to overcome different obstacles. A good example of this occurred with a student who was having trouble holding a pencil in his hand. Instead of going out and purchasing an expensive keyboard or…...

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References

Individual Education Program. (2012). Kids Health.org. Retrieved from:  http://kidshealth.org/parent/growth/learning/iep.html 

Bakkan, J. (2008). Transition Planning for Students with Disabilities. Springfield, IL: Charles C. Thomas Publishers.  http://books.google.com.jm/books?id=WTnXTqHTFgkC&pg=PA12&dq=recommendations+the+Implementation+of+Transition+Education+and+Services&hl=en&sa=X&ei=edUyT8LKKoe-twfhj6yFBw&redir_esc=y#v=onepage&q=recommendations%20the%20Implementation%20of%20Transition%20Education%20and%20Services&f=false

emove or eplace: Header Is Not Doc TitleIndividual Planning and Transition FormFor this assignment, read through the Individual Planning and Postsecondary Transitions assignment instructions in the courseroom, as well as the scoring guide, to ensure you have a good understanding of the requirements. You will use the information gathered from the Blooming Park: Individual Planning and Transition activity (linked in esources) to complete this form.For each of the students introduced in the Blooming Park activity, there are corresponding sections in this form:Part 1: Individual Academic Planning Form.Forms such as this are commonly used in schools to help track the academic status of individual students. Using the information from the Blooming Park activity, complete the fields shaded in blue that are applicable to each student.Part 2 Individual Student Planning, Advocacy, and Promotion of Equity.Use the prompts in this section to help you develop plans for each student.Once you have completed Parts…...

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References City University of New York (2024). Freedom dreaming: A call to imagine. City University of New York.   Curry, J., & Milsom, A. (2017). Career and college readiness counseling in P-12 schools (2 nded.). Springer.Paolini, A. C. (2019). School counselors promoting college and career readiness for high schoolsstudents. Journal of School Counseling, 17(2), 1-21.US Department of Education (2023). Department of Education equity action plan. US Department of Education.  https://www.ed.gov/equity  113https://freedomdreaming.commons.gc.cuny.edu/about/ 

Instructional strategies for transitioning students with disabilities from high school to post-High school vocational programs.
Like all young people, students with disabilities want to go out in life and make a career and learn skills, which are necessary for their future use. Some students with disabilities have a strong desire to attend college or a vocational school and some want to operate independently in the community. Most of these students with disabilities work either in paid or subsidized jobs and this is the reason they need to learn, especially in the high school to be prepared for his or her adult life. Transition services are thus services, which help the students to prepare for their future work and devise strategies and learning skills to cope up with the coming challenges. These services allow the students to identify and increase the scope of their skills as they will need to pursue in…...

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D.W., Grossi, T., & Keul, P. A functional analysis of the acquisition and maintenance of janitorial skills in a competitive work setting. Journal of The Association for Persons with Severe Handicaps, 1988, 13(1).

Sharon Lesar Judge. Computer Applications in Programs for Young Children With Disabilities: Current Status and Future Directions JSET E. Journal, Volume 16, Number 1, Winter 2001.

Katherine J. Inge, Stacy Dymond, Paul Wehman, Curtis Sutphin, Christopher Johnston, Marguerite Faina, Community-Based Vocational Preparation for Students with Severe Disabilities: Designing the process. Vocational Options Project: Chapter 1 Accessed on 8-4-2003 at   www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap1/chapter1.htmlhttp://www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap1/chapter1.html 

Planning Decision Making
Planning and decision making are two main and fundamental processes of an organization. Planning is one of the main factors with the help of which an organization can determine where it wants to be in the future. It is planning with the help of which an organization can determine as to what can be done in order to accomplish the mission and aims that an organization has. One of the basics that are followed during planning includes achievement of the objectives that the organization has. In order to have better planning, there are four main facts that are needed to be kept in mind by the planners in the organizations. These include mission, values, resources, as well as the environment of the organization as these are the four main facts that help in having better planning within the organization.

Decision making is the second important foundation of success for…...

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References

Beecher, J.A. (1996). Avoided cost: an essential concept for integrated resource planning. Water resources update (104).

Boutilier, C., Dean, T., and Hanks, S. (1999). Decision-Theoretic Planning: Structural Assumption and Computational Leverage. Journal of Articial Intelligence Research 11 (1999)1-94.

Dreu, D., Carsten K.W., and West, M.A. (2001). Minority dissent and team innovation: the importance of participation in decision making. Journal of applied psychology, 86 (6), pp. 1191-1201.

Kiker, G.A., Bridges, T.S., Varghese, A., Seager, T.P., and Linkovj, I. (2005). Application of Multicriteria Decision Analysis in Environmental Decision Making. Integrated Environmental Assessment and Management 1, pp. 95 -- 108.

Depending on the child's abilities and self-awareness, these could include avoidance of triggers, self-soothing strategies, and learning to process the feelings and choose more healthy alternative responses. Results of the -B-C assessment can be shared with other educators and parents and can assist in the planning of the next set of goals in the student's education plan.
second assessment strategy is monitoring achievement in the classroom. s shown in the short video available through the IRIS Center (http://iris.peabody.vanderbilt.edu/gpm/challenge.htm), test scores alone do not give teachers enough information about why their students are struggling and what kind of interventions would be effective in helping them. Curriculum-based measurement (CBM) on student progress can be used to inform instruction, estimate and then document student progress, and share information about student progress with parents and other educators.

The CBM process requires that the teacher first select appropriate tests (probes) for the students' grade and…...

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A second assessment strategy is monitoring achievement in the classroom. As shown in the short video available through the IRIS Center (  test scores alone do not give teachers enough information about why their students are struggling and what kind of interventions would be effective in helping them. Curriculum-based measurement (CBM) on student progress can be used to inform instruction, estimate and then document student progress, and share information about student progress with parents and other educators.http://iris.peabody.vanderbilt.edu/gpm/challenge.htm ),

The CBM process requires that the teacher first select appropriate tests (probes) for the students' grade and skill levels. As the school year progresses, students are given similar items on probes and should get more of these items correct as learning takes place. Probes must be administered on a regular basis, whether that is weekly, bi-weekly, or monthly, and must be scored the same way each time. In the third step of the process, the teacher graphs the results, providing a visual that is easy and quick to use, both for students and teachers. The graphs can also help with goal-setting, which is the final step in the process.

CBM serves as both formative and summative assessments. The formative aspect allows the teacher to change instruction in response to a student's needs. It allows students, educators and parents to focus on current achievements and deficits. The summative aspect allows student, teacher and parent to see what the student has accomplished over the entire year. It is an important component in goal-setting for the next academic year.

Planning and Reflection
During my student teaching experiences I kept a journal, which greatly helped me to organize my thoughts and clarify the areas in which I most needed to improve. My mentor also pointed out for me the key areas that need improvement. Therefore, as I look forward to a professional career as a teacher, I will be able to draw on these early experiences. I will remember what works and what doesn't and I already feel far more confident and proficient than I did before I undertook the student teaching challenge. In general a few major themes emerged through reviewing my journal entries and the statements written by my mentors. My strengths are my willingness to use a wide variety of teaching materials and teaching styles. An enthusiastic implementation of multimedia materials keeps students actively engaged, and keeps lessons more interesting. Moreover, my lessons are well-planned and incorporate a…...

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Works Cited

Armidale. http://www-personal.une.edu.au/~jmalouff/problem.htm

Ballantyne, R & Packer, J 1995, making connections: gold guide no 2, Hersda, Canberra, pp 4-14

Department of Education and Training. Online at <  http://www.eddept.wa.edu.au/ >.

Lorsbach, Anthony and Tobin, Kenneth. "Teaching"

Several assessment tools are available, often using data collection sheets that include items such as direct observation and interviews with adults who closely interact with the student. In Justin's case, this group could include Carrie, the paraprofessional who works directly with Justin, in addition to the special education teacher, the speech and language specialist, other teachers who regularly interact with Justin (e.g., art, physical education, music and media), and Justin's parents.
Justin's tantrums are a cause of concern for their negative effects not just on Justin but on the classroom as a whole. An FBA can be done on Justin; managing these outbursts is the main goal for the kindergarten year so that more learning can take place. It is important that the target behavior descriptions are as specific as possible. For example, "has outbursts" does not provide as much information as "screams, cries, kicks and throws items when upset."…...

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References

Blair, K.C., Umbreit, J., Dunlap, G., and Gilsoon, J. (2007). Promoting inclusion and peer participation through assessment-based intervention. Topics in Early Childhood

Special Education 27(3), pp. 134-147.

Functional behavior assessment. (2010). Autism Classroom. Retrieved from http://www.autismclassroom.com/strategies/teachers/behavior-interventions/functional-behavior-assessments/

Kivi, R. (2011). Teacher tips -- Teaching autistic students. Bright Hub Education 11/24/2011.

In the 2004 reauthorization of the IDEA, Congress wrote: "The federal government has an ongoing obligation to support activities that contribute to positive results for children with disabilities, allowing those children to lead productive and independent adult lives" (PL 108-446). This requirement went into effect July 1, 2005. (Transition Services, NDI).

Assessments

Transitional assessments address the preferences, strengths, interests and course of study based on the student's present levels of performance and age appropriateness. These assessments include an evaluation of the student's skills and interests related to education, employment, training, and independent living skills and should be conducted in conjunction with the development of the transition components. The initial transition assessment may be prior to the eighth grade and could occur when a re-evaluation consideration is conducted. Furthermore, assessment should be ongoing and fluid.

Assessment tools must be used that clearly describe a child's strengths and weaknesses and document a child's interests and…...

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References

Cox, K. (2010, January 8). Transition service plan. Georgia department of education. Retrieved January 16, 2012, from  http://www.doe.k12.ga.us/DMGetDocument.aspx/Transition_Service_Plan_Directions.pdf?p=6CC6799F8C1371F6E4AB9602200DF4917DEBFEA08CF1DC1C198F7F1DF08E60DE&Type=D 

Transition services. (NDI). Advocacy on call. Retrieved January 16, 2012, from http://www.advocacyoncall.org/special_needs/idea/

The transition coordinator is to take the responsibility in carrying out the stated tasks. Update the transition plan is very important. The transition coordinator will need to schedule the follow-up meeting for updating.
Benefits

The above transition program provides the following benefits:

FO CHILDEN:

Enhanced children self-esteem and confidence

Improved children peer-group relations

Enhance greater efficiency among children

educe stress

Greater efficiency and enjoyment in learning

FO FAMILIES:

Understanding the phases of early childhood education

Increase parent ability to communicate with educational personnel

Enhanced parent self-esteem regarding their communication skills

Positive outlook with schools

FO TEACHES:

Enhanced teacher ability to meet individual children needs

Increase their efficiency in program planning and implementation

Wider pool of resources

Increase Professional support network

Conclusion

This paper develops transition service required to support an assessment plan. For the effectiveness of transition program, collaboration and effective communication has been identified as essential tool for the success transition program. Formation of appropriate personnel has also been revealed to be very essential for the transition program.…...

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References

Blessing, C. (2001).Infusing a Person Centered Approach Into Transition Planning for Students with Developmental Disabilities. CSW Program on Employment and Disability.Cornell University.

Margetts, K. (1999). Transistion to School: Looking Forward. Selected papers from the AECA National Conference Darwin July 14-17 1999.

McPartland, P. (2007). Implementing Ongoing Transition Plan for the IEP .Attainment Company Inc.

Ministry of Children and Family Development (2001).Transition planning for Youths with Special needs. Canada.

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 hamper a successful transition dealing with a child who has been learning in a center-based program to a more advanced program within an inclusion kindergarten program. I will additionally explore what factors are necessary for the likelihood of successful adjustment within the changing scenario.

Dunlap (2009) highlighted the legal necessities of a such a transition. He noted " transitions often involve major changes in routines. Federal laws ( in particular, the Individuals with Disabilities Education Act [ IDEA]) mandate transition planning.…...

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Works Cited

Cook, R.E., Klein, M.D. & Chen, D. (2012) Adapting Early Childhood Curricula for Children with Special Needs. 8th Ed. Boston, Mass: Pearson

p. 124 -125

Dunlap, L.L. (2009). An introduction to Early Childhood Special Education.

NJ: Pearson. (ISBN: 978-0-205-48872-8) .

The death of elderly individuals takes place in different circumstances and settings such as painless death at home or painful death in a healthcare facility. Social workers have an important role in planning end-of-life care as part of providing essential social support to elderly individuals. The role of social workers in this process is attributable to the significance of their professional practice in a multidisciplinary palliative care team in hospice and hospital settings (Watts, 2013). Since the death of elderly individuals occurs in a variety of conditions and settings, social workers need to plan for end-of-life care. The planning and delivery of end-of-life care helps in helping the elderly cope with serious illness, face mortality or manage the process of dying in an effective manner.
One of the major functions of social workers in their role in planning for end-of-life care is providing psychosocial and practical support to individuals who are…...

Transition Experiences for Students with Disabilities
Several years ago I was privileged to teach students with cognitive disabilities in Korea. I taught in an after school program for high school students. As I thought about the subjects that were being taught, I realized that no provisions were made to provide opportunities for the students to interact within the community setting.

Even though most of the students were going to work in a sheltered workshop after graduation, a need existed for them to learn "community skills" such as paying for things with their own money, using public transportation, and interacting with various residents of the neighborhood. It was there that my strong belief that cognitively impaired students should have chances to engage in as many "normal" activities as possible as long as the students were not confused or upset by the situation or were subject to negative comments, etc. from others.

My experiences…...

1. Individualized instruction: Tailoring instruction to meet the student's unique learning style and needs.

2. Accommodations: Providing supports or modifications to the curriculum, environment, or materials to help the student access and demonstrate their learning.

3. Specialized instruction: Offering additional or alternative instruction in areas where the student may be struggling.

4. Assistive technology: Using tools or devices (such as speech-to-text software or audiobooks) to help the student complete tasks or assignments.

5. Behavioral supports: Implementing strategies to address behavior challenges and help the student stay focused and engaged.

6. Communication supports: Providing tools or strategies to help the student communicate effectively and participate in....