Transition from School to Work life: Prerequisites for Individuals with disabilities
|
|
- Chloe Price
- 8 years ago
- Views:
Transcription
1 Transition from School to Work life: Prerequisites for Individuals with disabilities Lefkothea Kartasidou (University of Macedonia, GR) Deborah Merchant (Keene State University, USA)
2 What is Transition? Movement, passage, or change from one position, state, stage, concept, etc., to another Random House Webster s College Dictionary
3 Transition Defined by Individuals with Disabilities Education Act (IDEA) Is designed from and within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities, including postsecondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, or community participation It is based on the individual child s needs, taking into account the child s strengths, preferences, and interests.
4 Broad definition Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world.
5 Emphasis of IDEA Improving educational results for children with disabilities is an essential element of US policy of ensuring for individuals with disabilities: Equality of opportunity Full participation Independent living, and Economic self-sufficiency (sec.1400(c)(1))
6 Assessment Intelligence, adaptive behavior, and functional skill measures used in IEP development in conjunction with achievement tests that measure academic skills Helps identify specific strengths and weaknesses, and specify training needs and programs for students to achieve school and post school goals Helps teachers develop and design academic instruction that will have functional meaning for students Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
7 Functional Community Skills Content builds abilities that are needed for daily living and is an objective of community-based instruction Training performed within context of real activity that is meaningful to person Skills taught are used throughout life Students who receive instruction have improved independent life skills outcomes in present and future settings Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
8 Community-Based Instruction Teachers and other team members provide instruction in natural environments (i.e., ageappropriate settings in the community) Skills allow individuals to participate more fully in activities outside of school Raises family s and community s expectations for youth with disability Students who participate are more likely to be employed after leaving high school Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
9 Choice and Empowerment Instructional emphasis on self-determination Student-directed individualized education program (IEP) process encourages leadership, participation, and decision making Transfer power and control from service providers (e.g., government agencies) to consumer of services (i.e., individual with disability) Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
10 Implementing Transition IEPs Student must be involved at all stages Interagency team should help ensure that goals and objectives are realistic Social skills training an important part of transition for youth with ID Self-determination Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
11 Improving Employment Outcomes: Learning from the Past Individuals with ID historically served in continuum of vocational rehabilitation (i.e., day centers, sheltered workshops, and transitional programs) Premise was to teach skills needed to become ready to work Movement out of segregated settings into employment in community rarely took place Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
12 Improving Employment Outcomes: Best Practices for the Future Supported employment is a successful model assisting individuals with real work for real pay for more than 30 years but is underused Benefits from working in integrated employment settings are immense Primary stakeholders must say no to segregated settings; everyone, regardless of disability, should have opportunity to work in the community Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
13 Example of skills needed for successful transition for individuals with significant/severe disabilities Individuals with Severe Disabilities Workplace Skills and Attitudes, Responsibility, Interacting with Others, Technology Skills, Basic Academic Skills, Habits of Wellness Planning for Success. Individuals with Moderate Disabilities Workplace Skills and Attitudes, Responsibility, Interacting with Others, Computer and Internet Skills, Basic Academic Skills, Habits of Wellness, Planning for Success.
14 Teaching skills to students with disabilities First determine the area to focus on and skills that are going to be targeted Information gathered from assessments and input from the team as well as the student Break skills down into sub skills examples Plan how you will teach that skill task analysis (break it down further, sample rubric) lesson planning
15 Research on Transition Skills in Greece
16 Aim of the study In the Greek literature there is a lack of research and evidence based practice regarding transition and transition skills. The purpose of this research was to determine to what extend transition planning was being implemented by Greek special educators. Additionally teaching of the skills associated with transition and knowledge of the transition planning process was investigated.
17 Research Questions What transition skills are being taught in special education settings? What transition skills do special and general educators in Greece recognize as most important? Which students do educators think can benefit most from the teaching of transition skills (life and employment)?
18 Participants The sample comprised of 93 educators from primary (39,8%) and secondary (60,2%) education working in special educational schools in the region of Thessaloniki, Greece. Most of the participants were between the ages of years old (45,2%) they had a professional experience between 1-5 years (n=17, 56,7%) and very few had participated in training. Most of the participants are working with students with Developmental Disabilities (88,2%), and students with Intellectual Disabilities (82,8 %). But they also are working with students with Physical Disabilities (63,4%), Emotional Disorders (59,1%), Visual Impairments (46,2%), Hearing Impairments (32,3%) and students with other disabilities (multiple disabilities) (22,6%).
19 Transition Skills that are being Life taught Skills Instruction Employment Skills Instruction 100% Social skills 66,7% Occupation-specific vocational training 91,4% Independent living skills 40,9% Job seeking skills 65,6% Self-determination skills (including goal setting & decision making) 55,9% Leisure skills 46,2% Self-advocacy skills
20 Importance of Transition Skills Min Max Mean Std. Dev Life Skills Instruction Social skills 3 5 4,85,389 Independent living skills 3 5 4,82,488 Self-determination skills (including goal setting & decision making) 3 5 4,53,618 Self-advocacy skills 2 5 4,21,749 Leisure skills 2 5 4,15,797 Employment Skills Instruction Occupation-specific vocational training 1 5 4,57,682 Job seeking skills 1 5 4,30,810
21 SwD that can benefit most from the teaching of life and employment skills 79,6% Students with Intellectual disabilities 77,4% Students with Sensorimotor disabilities (blind & deaf) 72% Students with Specific Learning Disability 69,9% Students with Emotional disorders 68,8% Students with Motor Impairments and other health problems 60,2% Students with PDD/Autism 57% Students with Speech and language problems
22 Open-ended questions Lack of infrastructure and social policy Transition is linked with employment mostly Parents associations are more actively involved with transition issues
23 Answering the research questions What transition skills are being taught in special education settings? Social and independent living skills What transition skills do special and general educators in Greece recognize as most important? Social and independent living skills Which students do educators think can benefit most from the teaching of transition skills (life and employment)? Mostly students with intellectual and sensorimotor disabilities. Although half of them have stated that Transition is more an educational outcome for students with mild disabilities rather for students with severe disabilities
24 Conclusion The results show that Greek special educators are familiar with the content of transition and transition skills but there is a lack of systematic implementation. Negative Factors that influence that are Most of the educators working in secondary special education are substitute educators which causes a lot of problems regarding the systematic structure for teaching transition skills Good structures for postsecondary supports for students with more significant disabilities can be found mostly in big cities in Greece
25 Thank you very much for your attention
Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners
Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners AUTISM School School Professional Licensed to provide a DEAF-BLINDNESS
More informationHow To Plan For A Disability Transition
FEDC Issue Brief: August 2011 Evidence-Based Practices to Support Effective Transition for Young Adults with Disabilities Leaving High School OVERVIEW/INTRODUCTION In 1992, Halpern described secondary
More informationHow To Teach A Disabled Child
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More informationMICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention
More informationSpecial Education Program Descriptions School-Based Program Delivery Model
Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support
More informationSTAFF DEVELOPMENT in SPECIAL EDUCATION
STAFF DEVELOPMENT in SPECIAL EDUCATION Roles and Responsibilities of the Special Education Teacher AASEP s Staff Development Course Roles and Responsibilities of the Special Education Teacher Copyright
More informationTRANSITION TO ADULT LIFE FOR CHILDREN WITH DISABILITIES
Making sure that all of Pennsylvania s children have access to quality public schools TRANSITION TO ADULT LIFE FOR CHILDREN WITH DISABILITIES IMPORTANT: ELC's publications are intended to give you a general
More informationMinistry of Education. The Individual Education Plan (IEP) A RESOURCE GUIDE IEP
Ministry of Education The Individual Education Plan (IEP) A RESOURCE GUIDE 2004 IEP CONTENTS Introduction.......................................... 4 What Is an IEP?.........................................
More information62 Hearing Impaired MI-SG-FLD062-02
62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development
More informationService Delivery Models
Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of
More informationAdmissions Requirements
Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates
More informationSPECIAL EDUCATION (SED)
161 (SED) 533 DeGarmo Hall, (309) 438-8980 Education.IllinoisState.edu/SED Interim Chairperson: Stacey R. Jones-Bock. Office: 533 DeGarmo Hall. Graduate Program Coordinators: Debbie Shelden, George Peterson-Karlan,
More informationTRANSITION TO ADULT LIFE FOR STUDENTS WITH DISABILITIES
TRANSITION TO ADULT LIFE FOR STUDENTS WITH DISABILITIES IMPORTANT: ELC's publications are intended to give you a general idea of the law. However, each situation is different. If, after reading our publications,
More informationSchool-based Support Personnel
L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program
More informationSPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES
SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 10 Information on Transition Services, Including Vocational Education TABLE OF CONTENTS Question Page 1. Does the school district have to help students
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationServing Students with Unique Needs: students with disabilities
Serving Students with Unique Needs: students with disabilities Celia Reed, RSE-TASC trainer Rebecca DeBottis, Region 7 Coordinator 1 Objectives for the Session: Identify what special education regulations
More informationSpecial Education Program Descriptions 2016-17
Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions
More informationRecommendations on organization of the integrated (inclusive) education for children with limited opportunities in development
Ministry of Education and Science of the Republic of Kazakhstan No. 4-02-4/450 dated March 16, 2009 To heads of regional education departments, Astana and Almaty education departments The Ministry of Education
More informationAnnual Public Notice of Special Education Services and Programs for Students with Disabilities
1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and
More informationStaffing Requirements 1. and retain such personnel. All special education teachers K-12 must be highly qualified by
Staffing Requirements 1 Newport News Public Schools understands the need to retain highly qualified and appropriately and adequately trained personnel with the knowledge and skills to provide special education
More informationCHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES
CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,
More informationUnderstanding Special Education in the OCDSB
Understanding Special Education in the OCDSB Individual Education Plan Parent Guide Learning Support Services Understanding Special Education in the OCDSB Individual Education Plan Parent Guide Table
More informationSPECIAL EDUCATION AND DISABILITY POLICY (SEDP)
VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements
More informationExcerpts from Part 200 of the Regulations Regarding Consultant Teacher Services
C onsultant teacher services support students with disabilities who are enrolled in general education classes, including career and technical education classes. The intent of consultant teacher services
More informationMassachusetts Department of Elementary and Secondary Education
Guidelines for the Transition Specialist Endorsement October 2013 Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T.
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationBrooklyn Prospect Charter School Special Educational Needs (SEN) Policy
Our School Brooklyn Prospect Charter School Special Educational Needs (SEN) Policy Brooklyn Prospect Charter School (BPCS) is committed to supporting all students academic and personal growth, teaching
More informationDAWN R. HENDRICKS. 2617 Kenmore Rd, Richmond, VA 23225 (804) 827-0746 drhendricks@vcu.edu
DAWN R. HENDRICKS 2617 Kenmore Rd, Richmond, VA 23225 (804) 827-0746 drhendricks@vcu.edu EDUCATION Ph.D. Special Education and Disability Leadership December 2007 Virginia Commonwealth University, Richmond,
More informationCENTRAL WASHINGTON UNIVERSITY GUIDELINES FOR SCHOOL PSYCHOLOGY INTERNSHIP PROGRAMS
CENTRAL WASHINGTON UNIVERSITY GUIDELINES FOR SCHOOL PSYCHOLOGY INTERNSHIP PROGRAMS Rationale Over the past two decades, the role and function of school psychologists has been changing and expanding. While
More informationIndividual Learning Plans
Individual Learning Plans College and Career Readiness Webinar Series May 12, 2015 Lisa Harney College and Career Readiness Individual Learning Plans AGENDA College and Career Readiness Planning for success
More informationTaxonomy for Transition Programming
Taxonomy for Transition Programming A Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs Paula D. Kohler, Ph.D. WESTERN MICHIGAN UNIVERSITY and TRANSITION RESEARCH
More informationThese goals, related strategies and data indicators are addressed in detail in Attachment 4.11(c)(1).
Kansas Rehabilitation Services State Plan for Vocational Rehabilitation & Supported Employment Services Federal Fiscal Years 2014-2016 Attachment 4.11(d) State's strategies to achieve goals and priorities;
More informationSpecial Education Services. Serving Children Supporting Families Encouraging Success
Special Education Services Serving Children Supporting Families Encouraging Success 1 If you have this brochure in your hand, then you are most likely asking: 1. Does PA Distance Learning Charter School
More informationCALIFORNIA SPECIAL EDUCATION MANAGEMENT INFORMATION SYSTEM (CASEMIS) SERVICE DESCRIPTIONS. San Diego Unified SELPA
210 Family training, counseling, and home visits(ages 0-2 only): This service includes: services provided by social workers, psychologists, or other qualified personnel to assist the family in understanding
More informationABOUT THE AUTHORS. Self-Determined Learning Model of Instruction. What is the Self-Determined Learning Model of Instruction? How Does It Work?
Self-Determined Learning Model of Instruction ISSUE 20 SUMMER 2013 What is the Self-Determined Learning Model of Instruction? Self-determination has been defined as the attitudes and abilities required
More informationDEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY
VCU 1 DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY Colleen Thoma, Ph.D. Professor and chair The mission of the Department of Special Education and Disability Policy is to prepare skilled, effective
More informationARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES
ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed
More informationPerceptions of Regular Education Teachers toward Inclusion of All Handicapped Students in Their Classrooms ROBERT DENNIS STOLER
Perceptions of Regular Education Teachers toward Inclusion of All Handicapped Students in Their Classrooms ROBERT DENNIS STOLER The Clearing House - September/October 1992 (pg. 60-62) Educators are coming
More informationIEPS FOR SECONDARY STUDENTS
United Cerebral Palsy Association of Greater Indiana, Inc. 1915 West 18th Street, Suite C Indianapolis IN 46202 800-723-7620 Fax 317-632-3338 http://www.ucp.org RESOURCE MEMO #ED1 Date: June 11, 2003 RE:
More informationAdaptive Physical Education
Adaptive Physical Education Adapted Physical Education - APE Adapted physical education is a diverse program of developmental activities, exercises, games, rhythms, and sports designed to meet the unique
More informationPART I DEPARTMENT OF PERSONNEL SERVICES 3.505 STATE OF HAWAII 3.506... 3.507 3.508 Class Specifications 3.509 for the:
PART I DEPARTMENT OF PERSONNEL SERVICES 3.505 STATE OF HAWAII 3.506.............................. 3.507 3.508 Class Specifications 3.509 for the: SPECIAL EDUCATION TEACHER SERIES This series includes positions
More informationRaritan Valley Community College Academic Course Outline. HMNS 240 Introduction to Special Education
Raritan Valley Community College Academic Course Outline HMNS 240 Introduction to Special Education I. Basic Course Information A. Course Number and Title: HMNS 240 Introduction to Special Education B.
More informationBUTTE COLLEGE DISABLED STUDENT PROGRAMS AND SERVICES (DSPS) Main campus: SAS-238
BUTTE COLLEGE DISABLED STUDENT PROGRAMS AND SERVICES (DSPS) Main campus: SAS-238 Appointments available Monday-Thursday, 8:00 to 3:00 p.m. 895.2455 [voice] 895.2308 [TTY] 895.2235 FAX Email: dsps@butte.edu
More informationPart 3: Summary of Performance essential Accommodation Modification Assistive Technology
SUMMARY OF PERFORMANCE (SOP) Instructions Purpose: The Summary of Performance (SOP) is required under the reauthorization of the Individuals with Disabilities Education Act of 2004. The language as stated
More informationToday, society supports the successful transition from school to the adult world
Introduction Today, society supports the successful transition from school to the adult world for students. As educators and others in the helping professions, we expect our students and clients to become
More informationThe School Counselor's Guide to Helping Students with Disabilities
Brochure More information from http://www.researchandmarkets.com/reports/2213585/ The School Counselor's Guide to Helping Students with Disabilities Description: Down-to-earth advice for helping students
More informationSPECIAL EDUCATION. you actively participate in the decisions made about your child s education; and
SPECIAL EDUCATION Meeting the needs of students with disabilities and behaviour problems is one of the most difficult challenges facing the public education system in Ontario. The laws governing public
More informationAppendix F: Guidelines for Calculating Educational Environment
Appendix F: Guidelines for Calculating Educational Environment Importance of Accurate Educational Environment Reporting Every state is required to provide an annual report of specific data related to the
More informationParents Guide to SPECIAL EDUCATION
Parents Guide to SPECIAL EDUCATION DISTRICT SCHOOL BOARD OF NIAGARA Education Centre 905-641-1550 Fax: 905-685-8511 SCHOOL SUPPORT SERVICES SPECIAL EDUCATION SERVICES DEPARTMENT Don Reilly Resource Centre
More informationPresented by: Teresa Grossi Center on Community Living and Careers Indiana Institute On Disability and Community Indiana University
Presented by: Teresa Grossi Center on Community Living and Careers Indiana Institute On Disability and Community Indiana University Sponsored by: Center for Exceptional Learners Indiana Department of Education
More informationRelated Services: How Do Special Needs Education Relate to Your Child?
Related Services: How Do Special Needs Education Relate to Your Child? Family Driven Non-Profit 501(c)3 What makes FND unique is that the majority of our Board of Directors, all of our Management Staff
More informationShort-Term Programs. A Vital Component for Students who are Blind or Visually Impaired ATLANTIC PROVINCES SPECIAL EDUCATION AUTHORITY
Short-Term Programs A Vital Component for Students who are Blind or Visually Impaired ATLANTIC PROVINCES SPECIAL EDUCATION AUTHORITY Atlantic Provinces Special Education Authority Commission de l enseignement
More informationSecondary Transition Planning and the IEP: What Families Need to Know
Secondary Transition Planning and the IEP: What Families Need to Know Bill Freeman New Jersey Department of Education Office of Special Education Programs Alice Hunnicutt Statewide Parent Advocacy Network
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are
More informationSPECIAL EDUCATION AND RELATED SERVICES
i SPECIAL EDUCATION AND RELATED SERVICES Updated May 2008 i It is the policy of the South Dakota Department of Education, Office of Educational Services and Supports to provide services to all persons
More informationEvidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know
Evidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know Prepared by: David W. Test, Catherine Fowler, and Paula Kohler National Secondary Transition
More informationCollege of Education and Human Services Exceptional Student & Deaf Education Course Descriptions
CATALOG 2010-2011 Graduate Information College of Education and Human Services Exceptional Student & Deaf Education Course Descriptions ASL6215: Advanced American Sign Language Conversational Skills Prerequisites:
More informationTABLE OF ASSESSMENTS REQUIRED FOR DETERMINATION OF EDUCATIONAL DISABILITIES. Education Handicaps Assessments Required Qualified Examiners
TABLE OF ASSESSMENTS REQUIRED FOR DETERMINATION OF EDUCATIONAL DISABILITIES Education Handicaps Assessments Required Qualified Examiners INTELLECTUAL DISABILITY Academic Performance Associate Associate
More informationSecondary Transition Building the Future
Secondary Transition Building the Future 1 S e c o n d a r y T r a n s i t i o n Contents Overview... 3 Background Information... 3 IDEA Regulations... 3 Materials/Resources... 3 PowerPoint Presentation...
More informationA GUIDE TO PRESCHOOL SPECIAL EDUCATION
A GUIDE TO PRESCHOOL SPECIAL EDUCATION Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo, New York 14222 716-880-3875 Toll Free 1 (800) 462-7653 www.wchob.org/ecdc
More informationRelated Service providers in Transition
Related Service providers in Transition A Webinar by the: National Secondary Transition Technical Assistance Center NSTTAC Presenters Moderator: Laurie Ray, MPT, PhD >laurie_ray@med.unc.edu (NC) Physical
More informationFamily Matters PTIC Training Topics and Agendas
RtI Family Matters PTIC Training Topics and Agendas Response to Intervention (RtI): Helping All Kids Succeed (Includes DVD on RtI) 1-Origin of RtI Within the IDEA and NCLB 2-Pyramid for Designing School-Wide
More informationEvery Student, Every School. Learning and Support
Every Student, Every School Learning and Support PUBLIC SCHOOLS NSW 27/03/2012 www.det.nsw.edu.au Contents Introduction 3 The need for change 5 A framework for learning and support 9 Establishing a framework
More informationBelmont Public Schools Special Education Programs
Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is
More informationFaculty of Special Education and Rehabilitation
Faculty of Special Education and Rehabilitation Speech and Language Pathology EC TS: 60/ L anguage of instruc tion: Serbian/ degree: m a s ter 36 Master academic studies in Speech and Language Pathology
More informationEMAIL: COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (CHECKED IF ADDRESSED IN THIS COURSE)
INSTRUCTOR: OFFICE NUMBER: PHONE: EMAIL: OFFICE HOURS: CLASS MEETING TIME/LOCATION: Course Number: SPED 301 Course Title: Foundations of Special Education Number of Credit Hours: Number of Contact Hours:
More informationThe Ohio Longitudinal Transition Study Annual State Report
The Ohio Longitudinal Transition Study Annual State Report SPRING 2013 In this Report Employment Outcomes Post-school Education Outcomes Trends and Engagement Rates Student Satisfaction with Services Predictors
More informationThis Attachment represents a triennial assessment updated for the threeyear period beginning FFY 2014.
Kansas Rehabilitation Services State Plan for Vocational Rehabilitation & Supported Employment Services Federal Fiscal Years 2014-2016 Attachment 4.11(a): Comprehensive statewide needs assessment Numerous
More informationWIOA. Implications of the new Workforce Innovation and Opportunities Act on Vocational Rehabilitation Services
WIOA Implications of the new Workforce Innovation and Opportunities Act on Vocational Rehabilitation Services TRENDS Expanded role for VR in Transition Early involvement with Transition students Increased
More informationVirginia s Higher Education Leadership Partners (VA-HELP): Creating Change Through Effective Statewide Collaboration
Virginia s Higher Education Leadership Partners (VA-HELP): Creating Change Through Effective Statewide Collaboration By Elizabeth Evans Getzel, Lori Briel, and Shannon McManus Introduction Greater numbers
More informationAlabama Department of Rehabilitation Services: A Partnership with Transition
Alabama Department of Rehabilitation Services: A Partnership with Transition Cary Boswell 1 The mission of the Alabama Department of Rehabilitation Services (ADRS) is to enable Alabama s children and adults
More informationSPECIAL EDUCATION. http://www.epse.siuc.edu/ pern@siu.edu
Graduate Catalog 2010 2011 Special Education / 462 SPECIAL EDUCATION COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Bates, Paul, Professor, Ph.D., Emeritus, University of Wisconsin, 1978; 1978.
More informationStages of the Code of Practice
www.neelb.org.uk Web Site Download CASS Special Educational Needs (SEN) May 2012 Stages of the Code of Practice The Five Stage Approach In recognising that there is a continuum of needs, the Code sets
More informationEarly Care and Education
Early Care and Education 142 Early Care and Education Location: Trenholm Campus - Bldg. I Program Information Early Care and Education personnel nurture and teach young children in child care centers,
More informationSPECIAL EDUCATION (SED) 591
SPECIAL EDUCATION (SED) 591 533 DeGarmo Hall, (309) 438-8980 Website:Education.IllinoisState.edu Chairperson: Stacey R. Jones-Bock. Assistant to the Chair: Kelli S. Appel. Tenured/Tenure-track Faculty:
More informationA LIFETIME OF LEARNING AND EARNING: A Family Guide to Work Preparation for Deaf and Hard of Hearing High School Students
A LIFETIME OF LEARNING AND EARNING: A Family Guide to Work Preparation for Deaf and Hard of Hearing High School Students A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and
More informationMTI 519-Intro to Special Education: The Basics of Disabilities and IEPs
MTI 519-Intro to Special Education: The Basics of Disabilities and IEPs Credits: 3 hours from Calumet College of St. Joseph Calumet College of St. Joseph is an independent co-educational, liberal arts
More informationTExES Special Education Supplemental (163) Test at a Glance
TExES Special Education Supplemental (163) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test
More informationNC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
More informationDeveloping IEPs in Minnesota
702 August 2008 Developing IEPs in Minnesota A Fact Sheet from the Minnesota Disability Law Center Notice: Minnesota Disability Law Center Fact Sheets, including this one, are intended as brief informational
More informationTransition for Families: Preparing for Life After High School Family Conference April 5, 2014
Transition for Families: Preparing for Life After High School Family Conference April 5, 2014 Division of Specialized Instruction and Student Support Workshop Goals To develop an understanding of: Transition
More informationPolicy/Program Memorandum No. 140
Ministry of Education Policy/Program Date of Issue: May 17, 2007 Effective: Until revoked or modified Subject: Application: INCORPORATING METHODS OF APPLIED BEHAVIOUR ANALYSIS (ABA) INTO PROGRAMS FOR STUDENTS
More informationWHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?
TABLE OF CONTENTS INTRODUCTION... 1 WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?... 2 STEPS TO GETTING SERVICES... 3 ANSWERS TO FREQUENTLY ASKED QUESTIONS... 9 REQUEST FOR ASSISTANCE...
More informationRise Indiana School Counselor Rubric
Rise Indiana School Counselor Rubric 1 Domain 1: Academic Achievement 1.1 The School Counselor Utilizes Data To Monitor Student Achievement And Works Collaboratively With Stakeholders To Enhance Student
More informationTITLE SLIDE GOES HERE
Systematic Review of Best Practices in Transition Planning: Strategies for Occupational Therapists TITLE SLIDE GOES HERE Optional subhead would go here Andrew Persch, MS, OTR/L & Dennis Cleary, OTD, MS,
More informationMONTGOMERY COUNTY PUBLIC SCHOOLS DESCRIPTIONS OF SPECIAL EDUCATION SERVICES
MONTGOMERY COUNTY PUBLIC SCHOOLS DESCRIPTIONS OF SPECIAL EDUCATION SERVICES Fall 2005 Table of Contents Descriptions of Special Education Services SERVICE PAGE Table of Contents... 1-2 Resource Services
More informationCollege of Education. Special Education
357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements
More informationSOUTHEAST MISSOURI STATE UNIVERSITY. The Teacher as Competent Professional Educator
COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early & Special Education Course No. EX 90 Course: Psychology and Education of the Exceptional Child Revision: Summer 2010 The
More informationGlossary of Common Terminology used in Special Education Programming
Glossary of Common Terminology used in Special Education Programming State Rule: 160-4-7-.21 Definitions Accommodation Changes in instruction that enable children to demonstrate their abilities in the
More informationhttp://www.bls.gov/oco/ocos070.htm Teachers Special Education
http://www.bls.gov/oco/ocos070.htm Teachers Special Education * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings * OES Data
More informationATTLEBORO PUBLIC SCHOOLS. Office of Special Education 2015-2016
ATTLEBORO PUBLIC SCHOOLS Office of Special Education 2015-2016 PROGRAM DESCRIPTIONS Page 1 Attleboro Public Schools Preschool Special Education Programs Special education regulations 603 C.M.R 28.04 govern
More informationTRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? TRANSITION PLANNING BEGINS
TRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? A process designed to plan for life after graduation, through identifying dreams, goals, instructional needs and supports is beneficial
More informationA Guide to Preschool Special Education
A Guide to Preschool Special Education The Mid-State Early Childhood Direction Center Syracuse University 805 South Crouse Avenue Syracuse, NY 13244-2280 2280 1-800-962-5488 315-443 443-44444444 http://ecdc.syr.edu
More information(2) Adult student - A student with a disability, age 18 or older, to whom rights have transferred under the IDEA 2004 and Georgia Rule.
160-4-7-.21 DEFINITIONS. Code: IDDF (21) (1) Accommodation Changes in instruction that enable children to demonstrate their abilities in the classroom or assessment/test setting. Accommodations are designed
More informationSPECIFIC LEARNING DISABILITIES (SLD)
Together, We Can Make A Difference Office 770-577-7771 Toll Free1-800-322-7065 www.peppinc.org SPECIFIC LEARNING DISABILITIES (SLD) Definition (1) Specific learning disability is defined as a disorder
More informationA Legislative History of Florida s Exceptional Student Education Program
A Legislative History of Florida s Exceptional Student Education Program 2011 Access requirements to postsecondary education for individuals with intellectual disabilities changed with the amendment of
More informationQuestions and Answers On Secondary Transition
Questions and Answers On Secondary Transition Revised September 2011 (New Section B) Regulations for Part B of the Individuals with Disabilities Education Act (IDEA) were published in the Federal Register
More informationVirginia s self-determination project: Assisting students with disabilities to become college and career ready
Journal of Vocational Rehabilitation 40 (2014) 247 254 DOI:10.3233/JVR-140690 IOS Press 247 Virginia s self-determination project: Assisting students with disabilities to become college and career ready
More informationREPLACEMENT STAFF OPPORTUNITIES
REPLACEMENT STAFF OPPORTUNITIES In our Special Education programs, there are several positions which are assigned to work in our classrooms with students. The regular work day for these positions is 6
More information