Educational services for individuals with exceptionalities
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Educational Services for Individuals with Exceptionalities. Transition Planning. Transition. “Begin with the end in mind.” Stephen Covey A formal process of cooperative planning that will assist students with disabilities to move from school to the adult world of work and community.

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Educational services for individuals with exceptionalities

Educational Services for Individuals with Exceptionalities

Transition Planning


Transition

Transition

  • “Begin with the end in mind.” Stephen Covey

  • A formal process of cooperative planning that will assist students with disabilities to move from school to the adult world of work and community.

  • Goal of Transition: Assist youth to become productive citizens


Why is transition support important national longitudinal transition studies 1 2

Why is Transition Support Important?National Longitudinal Transition Studies 1 & 2

  • Lower graduation and higher drop out rates

  • Lower post-secondary school enrollment

  • Higher early parenting rates, especially for females

  • Higher arrest rates

  • Lower rates of competitive employment

  • Limited residential independence

    (www.nlts2.org)


Systems differences

Education System

All eligible persons with disabilities must be served (Zero Reject)

Students are entitled to a free, appropriate public education (FAPE)

Wait lists not allowed

Broad criteria for determination of disability

Educational planning is individualized

Adult System

Disability alone does not mean person will be served

Person must be eligible for services under specific criteria

Services are not mandated

Wait lists are there and are long

Services may or may not be individualized

Systems Differences


National legislation

National Legislation

  • 1990 PL 94-142 was reauthorized as the Individuals with Disabilities Education Act (IDEA)

    • Transition was mandated for youth aged 16 and up

    • Transition was defined

    • Transition mandates in IDEA imply that the goals of transition are meaningful employment and quality adult life


Original transition components from idea 1990 within the iep and still used in idea 2004

ORIGINAL TRANSITION COMPONENTS FROM IDEA (1990) WITHIN THE IEP (and still used in IDEA 2004)

  • Transition Goals and Objectives must be incorporated in IEPs for students 16 and older

  • The IEP must include instruction and community experiences

  • Transition objectives must reflect both academic and functional achievement

  • Parents must be notified that transition goals and objectives will be discussed at the IEP meeting


Original components continued

Original components continued….

  • Students must be invited to the IEP meeting (they are not mandated to come but they must be invited)

  • If a student does not come, his/her interests and preferences must be considered. Documentation of this is required

  • Relevant agencies must be invited to the IEP meeting

  • After graduation, a student can ask to reconvene an IEP meeting. School districts must comply. Their role is to set up the meeting but they are under no legal obligation to do anything else.


Legislative components

Legislative Components

  • Coordinated set of activities

  • Outcome Orientation

  • Based on students' needs, preferences & interests

  • Includes instruction and related services to support:

    • community experiences

    • development of employment

    • post-school objectives

    • daily living skills

    • functioning vocational evaluation


Key components

Key Components

  • Outcomes of employment, post-secondary education, home living, community participation, personal & social relationships

  • Coordination of schools, agencies, natural supports in the community

  • Foundational skills in elementary and middle school/junior high years

  • Transitional planning begins at age 14

  • Students should assume as much responsibility for their own planning as possible


Educational services for individuals with exceptionalities

IDEA

  • “Coordinated set of activities" that comprise transition planning

  • ”Promote movement from school to post-school activities

    • post secondary education

    • vocational training

    • integrated employment

    • continuing and adult education

    • adult services

    • independent living

    • community participation


Transition and iep minnesota

Transition and IEPMinnesota

  • Age 14

  • A Statement of Transition Service Needs

  • A Statement of Needed Transition Services

  • Age of Majority


Minnesota transition areas

Minnesota Transition Areas

  • Employment

  • Recreation & Leisure

  • Home Living

  • Community Participation

  • Post Secondary Education


Steps of transitional planning

Steps of Transitional Planning

  • Initial identification of needs

  • In-depth assessment of select areas

  • Transition planning

    • Course of study

    • Statement of transition service needs

      • Community-based

      • Non-school

    • IEP goals and objectives


Other legislation

Other Legislation

  • Vocational Rehabilitation Acts from 1970’s to 1990’s

  • Americans with Disabilities Act of 1990

  • Workforce Investment Act (WIA) of 1998


Efolio

eFolio

  • Electronic portfolio

  • Provide a portfolio of strengths, preferences, and interests

  • Showcase abilities to the entire world


Efolio1

eFolio

  • Purposeful, meaningful collection of student work

  • Tells a story about the student’s developmental growth achievements and progress over time


Efolio2

eFolio

  • Student collection, selection, and reflection of work

  • Windows of learning - showcasing student accomplishment

  • Authentic examples of work


Efolio3

eFolio

  • Devices for communicating student achievement to parents and teachers

  • More than a storage container of work

  • Need to be valued by student


Purpose of efolio

Purpose of eFolio

  • Student achievement

    • Show academic progress and growth of students over time

    • Provide clear examples of student achievement for parents

    • Allow students to select and showcase their best work, to show what they can do, not what they cannot do


Purpose of efolio1

Purpose of eFolio

  • Student empowerment

    • Encourage students to take responsibility for and ownership of learning

    • Allow students to reflect on and evaluate work to set goals and see them through to completion


Purpose of efolio2

Purpose of eFolio

  • Instruction and accountability

    • Encourage instruction based on student developmental age and individual needs

    • Help districts determine degree of student achievement and progress

    • Permit districts to judge achievement of district-wide goals


Purpose of efolio3

Purpose of eFolio

  • Communication tool

    • Provide students with a communication vehicle for their accomplishments

    • Help students and teachers focus on process of learning as well as product

    • Provide feedback to all students, teachers, parents, and administrators concerning student achievement and educational goals


Purpose of efolio4

Purpose of eFolio

  • Transition

    • Provide transitions within and between grade levels

    • Provide valid link from school to post-secondary institutions or employment

http://www.efoliominnesota.com/


Developing portfolio

Developing Portfolio

  • Go to eFolio Minnesota site

  • Consider purpose and content

  • Look at sample

  • Sign up - Traditional method

  • Locate URL on e-mail

  • Begin to set-up portfolio


Portfolio as alternative assessment

Portfolio as Alternative Assessment

  • Description of student

  • School achievements

  • Courses taken

  • Picture/video archives

  • Scanned documents of student work

  • Summary of goals

  • Documentation of progress


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