Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Instead, they are using the technology as a crutch for not becoming independent. To avoid these kinds of issues means that another approach must be taken. In this particular case, educators need to have students master the basic skills before utilizing technology. This will help them to grasp the core concepts and then use these ideas when operating various tools. (Bakkan, 2008, pp. 40 -- 56)
Evidence of this can be seen with observations from Bakkan (2008). He found that when a low tech solution is used first. The students are more responsive to this approach. If everyone is practicing this kind of belief, is when there will be lower costs and simple solutions in helping students to overcome different obstacles. A good example of this occurred with a student who was having trouble holding a pencil in his hand. Instead of going out and purchasing an expensive keyboard or voice synthesizer, select educators will add a pencil grip. This low tech solution allows the student to change their focus and begin using the new item to reach their goals. These elements are important, because they are showing how teachers must use these solutions to help the student work through the various challenges. Once this takes place, is when there will be a transformation in...
(Bakkan, 2008, pp. 40 -- 56)
As a result, we agree with these ideas. The main reason is that students must be able to use low tech solutions to address everyday problems. This is what they will encounter in the real world and it is establishing specific tools for them to deal with these challenges on their own. In the future, this will assist the individual in becoming more independent by: teaching them how to address a host of issues.
References
Individual Education Program. (2012). Kids Health.org. Retrieved from: http://kidshealth.org/parent/growth/learning/iep.html
Bakkan, J. (2008). Transition Planning for Students with Disabilities. Springfield, IL: Charles C. Thomas Publishers. http://books.google.com.jm/books?id=WTnXTqHTFgkC&pg=PA12&dq=recommendations+the+Implementation+of+Transition+Education+and+Services&hl=en&sa=X&ei=edUyT8LKKoe-twfhj6yFBw&redir_esc=y#v=onepage&q=recommendations%20the%20Implementation%20of%20Transition%20Education%20and%20Services&f=false
In the 2004 reauthorization of the IDEA, Congress wrote: "The federal government has an ongoing obligation to support activities that contribute to positive results for children with disabilities, allowing those children to lead productive and independent adult lives" (PL 108-446). This requirement went into effect July 1, 2005. (Transition Services, NDI). Assessments Transitional assessments address the preferences, strengths, interests and course of study based on the student's present levels of performance and
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
.." (10) the result was "development of a marketing plan that defined the role of the CNL and highlighted the significant contributions of the CNL and interdisciplinary team members." (10) the work of Pohl, et al. (2007) relates that the Academic Nurse-Managed Centers (ANMCs) are sponsored by schools and colleges of nursing and are furthermore "increasingly reaching attention" as their importance is being recognized is the response they provide the
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).
Faculty to assist with pre-vocational skills training 6. Linkages to specific programs and services 7. General support for student and parents in all aspects of the student's progress Of course, the tasks delineated above can double amongst faculty, meaning that there need not be a special and specific staff member set aside to deal with each specific duty. Staff-members rather can and do multitask and whole programs may be set up that
Several assessment tools are available, often using data collection sheets that include items such as direct observation and interviews with adults who closely interact with the student. In Justin's case, this group could include Carrie, the paraprofessional who works directly with Justin, in addition to the special education teacher, the speech and language specialist, other teachers who regularly interact with Justin (e.g., art, physical education, music and media), and