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Educational Services for Individuals with Exceptionalities
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Transcript of Educational Services for Individuals with Exceptionalities
Transition
“Begin with the end in mind.” Stephen Covey
A formal process of cooperative planning that will assist students with disabilities to move from school to the adult world of work and community.
Goal of Transition: Assist youth to become productive citizens
Why is Transition Support Important?National Longitudinal Transition
Studies 1 & 2
Lower graduation and higher drop out rates Lower post-secondary school enrollment Higher early parenting rates, especially for females Higher arrest rates Lower rates of competitive employment Limited residential independence
(www.nlts2.org)
Systems Differences Education System
All eligible persons with disabilities must be served (Zero Reject)
Students are entitled to a free, appropriate public education (FAPE)
Wait lists not allowed Broad criteria for
determination of disability
Educational planning is individualized
Adult System Disability alone does not
mean person will be served Person must be eligible for
services under specific criteria
Services are not mandated Wait lists are there and are
long Services may or may not be
individualized
National Legislation
1990 PL 94-142 was reauthorized as the Individuals with Disabilities Education Act (IDEA)Transition was mandated for youth aged 16
and upTransition was definedTransition mandates in IDEA imply that the
goals of transition are meaningful employment and quality adult life
ORIGINAL TRANSITION COMPONENTS FROM IDEA (1990) WITHIN THE IEP (and still used in
IDEA 2004)
Transition Goals and Objectives must be incorporated in IEPs for students 16 and older
The IEP must include instruction and community experiences
Transition objectives must reflect both academic and functional achievement
Parents must be notified that transition goals and objectives will be discussed at the IEP meeting
Original components continued….
Students must be invited to the IEP meeting (they are not mandated to come but they must be invited)
If a student does not come, his/her interests and preferences must be considered. Documentation of this is required
Relevant agencies must be invited to the IEP meeting After graduation, a student can ask to reconvene an
IEP meeting. School districts must comply. Their role is to set up the meeting but they are under no legal obligation to do anything else.
Legislative Components Coordinated set of activities Outcome Orientation Based on students' needs, preferences &
interests Includes instruction and related services
to support:community experiencesdevelopment of employmentpost-school objectivesdaily living skills functioning vocational evaluation
Key Components Outcomes of employment, post-
secondary education, home living, community participation, personal & social relationships
Coordination of schools, agencies, natural supports in the community
Foundational skills in elementary and middle school/junior high years
Transitional planning begins at age 14 Students should assume as much
responsibility for their own planning as possible
IDEA “Coordinated set of activities" that
comprise transition planning ”Promote movement from school to post-
school activitiespost secondary educationvocational training integrated employmentcontinuing and adult educationadult services independent livingcommunity participation
Transition and IEPMinnesota
Age 14A Statement of Transition Service
NeedsA Statement of Needed Transition
ServicesAge of Majority
Minnesota Transition Areas
EmploymentRecreation & LeisureHome LivingCommunity ParticipationPost Secondary Education
Steps of Transitional Planning
Initial identification of needs In-depth assessment of select areasTransition planning
Course of studyStatement of transition service needs
Community-basedNon-school
IEP goals and objectives
Other Legislation
Vocational Rehabilitation Acts from 1970’s to 1990’s
Americans with Disabilities Act of 1990
Workforce Investment Act (WIA) of 1998
eFolio
Electronic portfolioProvide a portfolio of strengths,
preferences, and interestsShowcase abilities to the entire
world
eFolio
Purposeful, meaningful collection of student work
Tells a story about the student’s developmental growth achievements and progress over time
eFolio
Student collection, selection, and reflection of work
Windows of learning - showcasing student accomplishment
Authentic examples of work
eFolio
Devices for communicating student achievement to parents and teachers
More than a storage container of work
Need to be valued by student
Purpose of eFolio
Student achievementShow academic progress and growth of
students over timeProvide clear examples of student
achievement for parentsAllow students to select and showcase their
best work, to show what they can do, not what they cannot do
Purpose of eFolio
Student empowermentEncourage students to take responsibility for
and ownership of learningAllow students to reflect on and evaluate
work to set goals and see them through to completion
Purpose of eFolio
Instruction and accountabilityEncourage instruction based on student
developmental age and individual needsHelp districts determine degree of student
achievement and progressPermit districts to judge achievement of
district-wide goals
Purpose of eFolio
Communication toolProvide students with a communication
vehicle for their accomplishmentsHelp students and teachers focus on
process of learning as well as productProvide feedback to all students, teachers,
parents, and administrators concerning student achievement and educational goals
Purpose of eFolio
TransitionProvide transitions within and between
grade levelsProvide valid link from school to post-
secondary institutions or employment
http://www.efoliominnesota.com/
Developing Portfolio
Go to eFolio Minnesota siteConsider purpose and contentLook at sampleSign up - Traditional methodLocate URL on e-mailBegin to set-up portfolio