SPD 633 Week 4 IRIS ASSESSMENT TEMPLATE
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SPD 633 Week 4 Activity IRIS MODULE: Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings
Use the following template to complete the Assessment portion directly copied and pasted from the IRIS Module for Secondary Transition in Word Doc. Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module. 1.
What is secondary transition? Why is it important for school personnel to help students plan for post-school transitions?
According to IDEA, a secondary transition is “[A] coordinated set of activities for a child with a disability that (a) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (b) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests” (IDEA 2004, [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]). Essentially, it is a plan that is designed around a high school aged child (legally 16 and above) needs/preferences in order to help them
successfully transition after high school into a career, post-secondary education, and independent living. It is important because it helps students develop independence, especially when it can be especially difficult for students with disabilities. Secondary transition plans help close the gaps between students with disabilities and their peers as they exit high school. 2.
List and describe the five components of the Taxonomy for Transition Programming.
Program structure: This consists of 6 features that focus on the foundation necessary for school
staff to effectively implement transition services. This includes resource allocation, HR development, program evaluation, program policies, strategic planning, and program philosophy. Student-focused planning: The student’s goals, preferences, and interests must be supported through using transition assessments and teaching participation skills. Student Development: This includes identifying and developing the skills/behavior/knowledge that students need to be successful in education, employment, and independent living through evidence based practices such as self-management strategies. Family engagement: Families should be active participants in the development of transition plans. 1
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SPD 633 Week 4 Activity IRIS MODULE: Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings
Interagency Collaboration: IEP team needs to determine what organizations and agencies should be utilized to support the student’s transition, such as transit-access agencies, independent living centers, mental health agencies, universities, etc. 3.
Explain why self-determination is important for students with disabilities.
Students that have self-determination skills experience “Positive post-school outcomes in the areas of employment and education” (Test, 2012a). Also, students with disabilities are human beings deserving of agency. 4.
Jessica is a rising ninth-grade student who has a physical and intellectual disability and uses a wheelchair. Imagine you are Jessica’s general education teacher and a member of
her IEP team. As part of her annual review meeting, Jessica and her team discuss her post-secondary plans. Following is some of the information the team learns during the meeting.
a.
Strengths: i.
Capable student who works hard to get passing grades.
ii.
Loves the computer and catches on quickly to games and computer programs
b.
Short-Term Goals:
i.
Ride the school bus to and from school (currently, her parents transport her)
ii.
Spend more time with friends
c.
Post- School Goals:
i.
Get a job in a hospital or somewhere she can help sick people (as long as she doesn’t have to read much)
ii.
Live on her own or with a roommate
d.
Areas of Need:
i.
Doesn’t like to read and often doesn’t recall what she has read
ii.
Her parents state that she has never talked to them about her post-
school goals, and they always assumed she would live with them.
Proceed to next steps to complete the module: Complete the table.
For each component of the taxonomy for Transition Programming, recommend one or two actions you as a teacher can take to help Jessica reach her goals. Explain your responses.
2
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