Explain Why Transition-Planning Services Are Important For Students With Disabilities

Disability can impact on many areas of a child’s life and it is essential that we plan and support the child in all these areas so they can achieve realistic goals for thir age and abilities.

There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to

▪ Phonics: This is one of the students’ greatest strengths. He is able to say the sounds of words correctly. He is at the same level as an average

Explain how legislation and local and national practice guidelines affect the planning of the transition for a young person with a disability from childhood into adulthood.

For my transition interview I interviewed Susan Nixon, who is the coordinator of learning and programming at Old Dominion University. Her job entails helping students with disabilities transition from high school to college. When students with disabilities are in high school they have an IEP or 504 to help them. However, when they come to college they no longer have an IEP, they become protected under the Americans with Disabilities Act. During my interview with Ms. Nixon, she pointed out how there’s no transition plan for post-college and into the work force. So, she feels it’s extremely helpful for students with disabilities to become self-advocates while in college.

Throughout our lifetime we go undergo many transition, however the move from high school to the adult world is considered the most important. During this transition we are able to explore many things such as our interests, abilities, and talents. We feel more independent since we are able to set goals and make certain decisions regarding our future. When a child reach certain age, a transition plan will play an important role in his or her IEP, during the meeting this plan will develop, rationalized, and reviewed annually. The transition plan must derive from transition assessments that are proper for the student’s age as stated under the Individual with Disabilities Education Act.

When students with learning disabilities decided to go to College, high school teachers and administators are excited and ready to help that student transtition to College. Why don’t Colleges help with the transition? At TMCC they do their best to help, but at other Colleges they don’t. Three ways Colleges can help include making sure students understand their right, testing students knowledge in knowing their academic strengths and ask students who took a Collge course to expalin how they felt about it.

Strengths of Student: Jayland is a high school student who is bright, talkative and personable. Jayland excels in Science winning the science fair on his project on rocks. Jayland got A’s while taking online course work as he finds it easy to use the computer. Jayland is in an AP science class and honors English. Jayland is a natural born leader and loves to help others. He is friendly, social able be and loves to make people laugh.

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

However, earning a graduate degree would be a stepping stone into beginning my career as a student affairs professional. The degree would allow me to begin by working in residence life which will contribute to my understanding of the importance of living on campus for overall student success. After obtaining the knowledge and skills necessary I will continue my education and obtain a doctorate which will allow me to conduct further research and take on more leadership roles within student affairs.

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

1) I would say primarily their role is fundamentally to prepare people for the marketplace, as well as to provide a foundation education to build on during the course of their careers; also to present options and insights to career choices.

Planning each day can be a challenging task. Teachers, who have worked with students of both disabled and non-disabled, have

Parents along with their child are the main part of this plan. As a parent or guardian they have the most knowledge on the student’s abilities and future goals. The parents will help the child complete an age appropriate assessment which asks questions regarding their likes dislikes preferences and interests. Along with the student, the parents must also fill out a forty six item assessment tool to measure the students’ knowledge and maturity on transitions and placement. A parent or guardian must also be open about the placement of the child when they graduate. This may include living at home or seeking an assisted

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and