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Special Education Transitions
Transition planning is part of the Individual Education Plan (IEP) process for children and adolescents with disabilities. Planning for transitions from program to program across a student's academic career provides support and modifications that might be needed in order to promote a student's progress. Each level of educational program presents its own set of challenges, and planning for those challenges -- as a student moves from pre-school, to elementary school, to secondary school, and finally to post-secondary settings -- can avoid ineffective use of resources while maximizing the student's academic experience. This paper briefly discusses transition planning across different school and program levels for a student who has been identified as emotionally and behaviorally disordered (EBD) and who might be attending school at Lake...
The school serves all ages of children from pre-Kindergarten through high school (Holcombe School, 2011). There are approximately 116 high school students (Holcombe School, 2011). In this cross-categorical program, transition planning may be less complicated than in schools with more formal divisions between age-level and grade-level programs, simply because everyone is under the same roof, so to speak (Holcombe School, 2011). On the other hand, one of the tenets of transition planning is to extend the students' experiences beyond their current environment -- this is the fundamental challenge facing Lake Holcombe school -- a challenge that naturally takes on more significance as the students mature and progress through their programs.
In Wisconsin, the Cooperative Educational Services Agency (CSEA) operates a Center for Students with Disabilities that helps to deliver services and programs under the federal Individuals…
Transition activities at this program and age level (Part C to Part D in federal policy nomenclature) deal primarily with building familiarity and enhancing communication (CESA, 2011). By the time a child has been in an infant program and is headed for a pre-school setting, the child's parents and teachers have learned quite a bit about the child (CESA, 2011). Ideas about how the child is best supported for learning and what programming the parents can conduct at home all need to be communicated by the sending program to the receiving program (CESA, 2011). Informal meetings between the staff at each program and with the parent and child present can facilitate a relationship that helps the child and prevents unnecessary spinning of wheels in the first few weeks of the educational change. Parents are invited to sit in on group sessions at the new setting and, teachers will have established some cross-visitation as well.
Transition Between Programs: From Three-to-Six Years to Six-to-Fourteen Years
Transition at this program and age level are quite important because the child will have established only one schema for school -- the one that he or
Transition Planning in Special Education Transition planning is one of the most critical components of effective special education policy and program design. In fact, transition planning is required by law, ensconced in the Individuals with Disabilities Education Act (IDEA) (Carter, Brock & Trainor, 2012). Due to IDEA’s provisions for special education transition planning, the number of students with disabilities and special needs enrolling in colleges and universities has increased (Hamblet, 2014).
Special Needs Transition Intervening to place children towards their appropriate levels of schooling is very important and requires certain and descriptive analysis. As a result of these changes, coping mechanisms are developed for the children that present new and different challenges for the both the educators and the parents and family of the child in question. The purpose of this essay is to discuss the factors involved that would promote or
Introduction to the Problem Designing effective support services for students with autism remains one of the most pressing needs in special education (Creswell, 2013). Autism is described as being a spectrum because of its diverse manifestations. Therefore, students with autism spectrum disorders comprise a heterogeneous group. Being a heterogeneous group makes it harder to design effective support services that meet the needs of all persons. Research consistently shows that although students
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration
Transition Experiences for Students with Disabilities Several years ago I was privileged to teach students with cognitive disabilities in Korea. I taught in an after school program for high school students. As I thought about the subjects that were being taught, I realized that no provisions were made to provide opportunities for the students to interact within the community setting. Even though most of the students were going to work in