Reference no: EM133791270

Objective: The candidate will explore and discuss the process used when transitioning students to and from the special education programs provided by the local school district.

Guidelines:
Part 1: The candidate will contact the administrator responsible for overseeing the transition of children from an Early Childhood Special Education (ECSE) setting (Birth-Pre-K) to the school-aged special education program (K-12). The candidate will locate the special education folder of a student who is or has recently transitioned from an ECSE program to the school-aged program. Do not select a student that qualifies for services just for Speech Articulation.
The candidate will interview the current special education teacher or administrator about the student and provide answers to the following questions:
The candidate will provide the following information:
Name: Fictitious Name
DOB:
Age:
Brief background history (in narrative form):
-Type of diagnosis
-Type of delays
-When were special ed. services first initiated?
-What type of services was the child receiving prior to being transitioned into the school-age
sped program? Who provided the services?

Current Information (in narrative form):
-What type of services does the child currently receive?
- What is the child's current diagnosis?
-What are the child's delays?
-How much time does the child spend in the general education setting?

Transition Process (in narrative form):
Interview the administrator and or teacher to find out what happens during the early childhood preschool to school age transition process. In essence, walk the reader of this report through the whole process. Provide answers to the following questions within the discussion:
-When does the transition process begin?
-Who is responsible for initiating the process?
-Outline and discuss the actual process in your district. Be sure to include types of evaluations
that may take place and a timeline for doing the evaluation.
-What stakeholders are involved in the process and what are their roles? (Ex: which teachers,
which administrators, related services providers, parents, other stakeholders)
-What types of meetings are held and when?

Part 2: With the assistance of an administrator and or special education teacher, locate a special education file on a student that is at least 16 years of age and has an IEP. Do not select a student that qualifies for services just for Speech Articulation.
Provide the following information about the student:
Name: Fictitious
DOB:
Age:
Brief background history (in narrative form):
-Type of diagnosis
-Type of delays
-When were special education services first initiated?
-What special education services/placement were provided in the past?

Current Information (in narrative form):
What type of services does the student currently receive?
What is the student's current diagnosis?
What is the student's delay?
How much time does the student spend in the general education setting?

Transition Process (in narrative form):
Outline the steps in the Transition-Planning Process of the school district as it relates to this student by answering the following questions:
-Who is responsible for initiating the process?
-Outline and discuss the actual process of transitioning a student from the high school special
education setting to the post high school special education setting in the district.
-Be sure to include types of evaluations that may take place and a timeline for doing the
evaluation.
-What type of transition assessment was used to determine the student's needs, strengths,
preferences, and interests in terms of current and future work, education, domestic and social
environments?
-What stakeholders are involved in the process and what are their roles? (Ex: which teachers,
which administrators, related services providers, parents, other stakeholders)
-What types of meetings are held and when?

IDEA requires that the IEP include at least one post-secondary goal in the areas below. Write the goal that appears in the student's IEP beside the corresponding area:
1) Education or Training:
Goal:

2) Employment
Goal:

3) Independent living (when appropriate).(Leisure/recreation, home and personal care,
community participation)
Leisure/Recreation goal:

Home and Personal Care goal:

Community Participation goal:

Part 3: Reflection (in narrative form):
Discuss what you learned from doing this module. What new information did you acquire? How will you use this information in your present job and in the future? How will this impact your teaching? How will this impact your students?

Part 4: Signature Page: (required)
Candidates are required to have the signature page signed and dated by the individual(s) that were interviewed for this module. Include the signature page as the last page of the module template if possible. Otherwise submit it as a separate document.