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The purpose of this guide is to assist those involved in the transition planning process to help students with disabilities achieve a smooth transition from school to adult life. The guide addresses topics that deal with the preparation of students with disabilities as they leave high school. The guide's eight chapters deal with: (1) defining transition and transition planning and outlining relevant legislation; (2) transition and self-advocacy, and the student's rights and responsibilities at the Individualized Education Program (IEP) meeting; (3) identification of needs and student assessment, including methods of collecting data, how to use assessment data, and types of assessment; (4) individual planning for transition, focusing on targeted outcomes and roles and responsibilities of IEP team members; (5) curriculum for successful transition, which includes functional curriculum, daily living skills, social skills, occupational skills, and other topics; (6) support services in secondary and postsecondary settings; (7) transition planning and interagency cooperation; and (8) program evaluation and follow-up, which emphasizes the need for student follow-up as a necessary part of transition. An appendix provides three sample IEPs. (Contains 28 references.) (JDD)

Descriptors: Curriculum, Disabilities, Education Work Relationship, Educational Legislation, Educational Planning, Federal Legislation, High Schools, Individualized Education Programs, Integrated Activities, Needs Assessment, Program Development, Program Evaluation, Pupil Personnel Services, Self Advocacy, Student Evaluation, Student Needs, Student Personnel Services, Student Responsibility, Student Rights, Transitional Programs

Council for Exceptional Children, Publication Sales, 1920 Association Dr., Reston, VA 22091-1589 (Stock No. P386; $15.70, $11 members).









Autor: West, Lynda L.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11944&id=ED350769







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