How to integrate individualized transition planning

Reference no: EM133700472

Discussion Post

I. Read Walker & Hops (1976). Use of normative peer data as a standard for evaluating classroom treatment effects.

II. Read Schalock & Jensen (1986). Assessing the goodness-of-fit between persons and their environments.

III. Read Bannerman et. al. (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap.

IV. Read Rood et. al. (2020). Stakeholder perspectives on transition planning, implementation, and outcomes for students with Autism Spectrum Disorder.

V. Read Bahry et. al. (2022). The ethics of actually helping people: Targeting skill acquisition goals that promote meaningful outcomes for individuals with Autism Spectrum Disorder.

It says comprehensive so I would love it to have great and enough information.

Comprehensive Presentation on SWPBIS

Create and upload your presentation on this topic, including:

1) The purpose of transition planning.

2) How to integrate individualized transition planning (including the student's strengths, preferences, and interests) into the education of students at every level (i.e., preschool through to high school).

3) How to provide effective education to support students to be as independent as possible while also ensuring the right to make choices.

Reference no: EM133700472

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