Reference no: EM132794141

Question: Choose one of the eight transition domains discussed in chapter 8 of your textbook and discuss how you would assess this domain to ensure success for a student with a disability.

The Transition Process: School model for success, technology trends, collaboration, and criteria for services HSDD 5320
»Schools are now held accountable under NCLB for all students through annual yearly progress reports.
•There is more federal money for evidenced based early intervention and preventative services.
•Problem with too many different interventions taxing resources for schools.
•RTI and SWPBS models Schoolwide Comprehensive Service Delivery
»Universal or Primary Prevention (Tier 1):
•Implemented in all environments
•Targeted Group or Secondary Prevention (Tier 2):
•Small group prevention for those not responding to Tier 1 efforts.
•Individualized or Tertiary Prevention (Tier 3):
•Individualized instruction for those not responding to Tier 1 or 2.
Critical Components of a Schoolwide Model
»What are the roles of these individuals
»Special Educators
•General Educators
•Other Personnel
•AdministratorsPractitioner Roles in a Schoolwide Model
»Cognitive strategy instruction:
•Holistic approach
•Focusing on how students think and act
•Continuum of performance
•Students observe and evaluate their own performance
Academic Interventions
»Instruction relative to group size:
•Large group:
•Teachers cue students to a strategy
•Teachers guide students through use of a strategy
•Finally, teachers review strategy with students
•Moderate group:
•Teacher models strategy
•Students co-construct and use strategy with teacher
•Students work in groups
•Students work individually
•Supporting individual learners:
•Content literacy five level approach
Academic Interventions
»Climate and supports for learning:
•Explicit instruction needed related to behavioral expectations, especially with students with disabilities
•Schoolwide Positive Behavior Support
•SWPBS uses effective practices , interventions, and change strategies all while promoting a positive environment for all students.
Social/Behavioral Interventions
•Operationally Defined and Valued Outcomes Social Competence & Academic Achievement
Supporting Staff Behavior Supporting Decision Making Supporting Student BehaviorSocial/Behavioral InterventionsSystemsDataPractices
»Personal computers were the »great equalizer».
•Provided flexibility in learning and expression.
•Assistive technology has become a very big part of instruction.
•Anyone know some examples of assistive technology
•Technology Trends and Disabilities
»Remedial Support:
•Dynamic visualization (Geometer's sketchpad)
•Criterion online writing evaluation
•Not as common in college as in high school(Internet can be a great resource for students in college)
•Compensatory Support:
•Text to speech software as an example
•Technology based accommodations
•Circumventing a specific functional limitationAssistive Technology
»High schools are obligated to provide assistive technology written in an IEP (IDEA)
•Post-secondary schools are not obligated to provide such assistive technology without a review process to determine eligibility first
Differences in Assistive Technology Use in High School and College
»Students need awareness of specific assistive technology and what colleges allow.
•Special education teachers & other transition personnel should familiarize students with common assistive technology that are readily and not readily available at colleges.
•Secondary personnel should continue developing this awareness.
•After this, the next step is developing independent strategic use of these technologies to achieve a specific goal.
•Finally, practicing the use of these technologies often is important.Implications of Assistive Technologies for the Transition to College
»Internet
•Social Media
•Online instruction and blended instruction
•What are the implications of these advances in technology for students with disabilities
•Current Trends in Technology
»Encourage and support, as well as helping students to develop self-determination skills.
•Answering these questions may help:
•What does the student want to do with life
»What are their needs, abilities, and skills
»What outcomes do students and parents want
»Is the student taking the right courses to meet college entrance requirements
»Who will attend the transition IEP conference
»How does the student develop self-advocacy skills
»What accommodations are needed
»Who will be responsible for what part of the transition plan
•Roles and Responsibilities of Parents and Post-Secondary Personnel in Transition Planning
»Create a welcoming school environment
•Provide well-trained and available staff
•Overcome communitywide barriers
•Building parents' confidence in eligibility determination and IEP process
•Overcoming attitudinal barriers
•Increasing availability of multilingual resources
•Making time
Strategies for Facilitating Effective Collaboration
»Administrator strategies for working with helicopter parents:
•Timely support
•Clarity is important
•Allow parents to express concerns in parent-teacher conferences
•Identify underlying parental concerns
•Make sure student assignments have detailed instructions and deadlines
•Invite parent into the planning process
•Weekly feedbackHelicopter Parents
»Challenges:
•Language differences
•How student's immersion in mainstream language affects academic progress and student assessment
•Student and family cultures affect learning
•How are these students evaluated and referred to special education
•Access to community services
•Attitudes and practices
•High school transition planning and employment
Multicultural Implications for School-Family Collaboration
»What language is spoken in the home and by whom
»Literacy level of family members
»Family norms for personal and social development
»What degree of independence is encourage
»What are the family's goals
»What are the family views on disabilities
»What are the family child-rearing practices
»Anything else you can think of
•Cultural Sensitivity
»Morningstar's (2008) five principles:
•Use a variety of assessment methods
•Use multiple sources
•Work collaboratively
•Ensure student participation
•Align IEP goals with postsecondarygoals
Principles for Transition Assessment
»Selected based on types of information needed
•Appropriate to learning characteristics of the student, including cultural and linguistic differences
•Incorporate assistive technology
•Occurs in environments that resemble future learning, work, or living settings
•Produce outcomes that contribute to ongoing development, planning, and implementation
•Must be varied
•Verified by more than one method and person
•Synthesized and interpreted to individuals and families
•Documented well. Age-Appropriate Transition Assessment
»Interests
•Preferences
•Cognitive development and academic achievement
•Adaptive behavior
•Interpersonal skills
•Emotional development and mental health
•Employability and vocational skills
•Community participation
Tools for Gathering Transition Assessment Data
»Guiding questions
•Assessment plan
•Assessment selection
•Using data
•Integrating data and IEP
Steps in the Data-Gathering Process
»Background information
•Student's postsecondary goals
•Summary of performance
•Recommendations to assist student in meeting postsecondary goals
•Student input Summary of Performance (SOP)

Attachment:- Transition Process.rar