![Who decides what services a student gets?
• The Individual Education Program [Plan] (IEP)
team decides on the services.
• When the team talks about transition services,
the student should be there.
• The team should also invite a representative
from any agency the student might use.](https://image.slidesharecdn.com/topic6transitionsupportforspecialneedsstudents-170117054427/85/Topic-6-transition-support-for-special-needs-students-12-320.jpg)
Topic 6 transition support for special needs students
- 1. Transition Support for Special Needs Students
- 2. Introduction What is transition? • Transition is the passage from one stage to another and is a lifelong process. • Transition occurs when a student moves from home to school, or from school to community.
- 3. What is transition program? • According to Shogren and Plotner (2012), a transition program is a coordinated set of activities for a special needs student, designed within an outcome-oriented process that promotes movement from school to out-of-school activities.
- 4. What is transition services? • Transition services help a student move from school to adult life. • The services depend on the student’s needs and interests. • A student can get help to go to college or other school after high school. • Transition services also help students get jobs, find a place to live, and be a part of the community.
- 5. Transition planning takes into consideration all major aspects of each student’s life experiences and assists in determining appropriate educational resources and programming.
- 6. Why is Transition Planning Important? • Provide pupils with options and plans for their future. • Transition services offer students with learning disabilities hope for the future.
- 7. Where Do Transition Plan Activities Happen? • At Home Open a bank account and learn to manage her money. Learn to shop for groceries and plan and prepare meals. Learn how to use public transportation. • In the Community Research and visit local colleges and training schools she’s interested in attending.
- 8. What strategies and activities must be included in the statement of needed transition services? • Instruction can take place in a classroom, small group or one-to-one learning. It can be provided in public schools, private schools, at home, or in the community. • Related Services may include transportation, speech, occupational therapy, physical therapy and other supportive services necessary for a student to benefit from special education.
- 9. • Community Experiences may be provided in communities by schools, consultants, private providers or other agencies. • Employment / Other Post-School Adult Living Objectives may lead to a paid job or career opportunity, or other important adult activities. • Daily Living Skills are the types of activities most adults do every day at home and in the community. • Functional Vocational Evaluation provides information about job or career interests, aptitude and skills.
- 10. Who is responsible for transition planning? • The student's school district of residence is responsible for transition planning and the provision of transition services. • The school must schedule an IEP meeting to discuss transition and notify the student and his or her parents about the meeting. • If outside agencies will participate in the meeting, the school must invite those agencies to the meeting.
- 11. What is the role of student in transition planning? • Students with disabilities, age 14 and older, must be invited to participate in transition planning. • If the student does not attend the meeting when transition is being discussed, the school district must take other steps to ensure that his/her preferences and interests are considered.
- 12. Who decides what services a student gets? • The Individual Education Program [Plan] (IEP) team decides on the services. • When the team talks about transition services, the student should be there. • The team should also invite a representative from any agency the student might use.
- 13. When does transition planning start? • The IEP team has to start planning when the student turns 14. • They need to look at what classes the student is taking. • The student’s classes should match with what s/he wants to do after graduation.
- 14. • Eg: – If the student wants to go on in school, s/he needs classes to prepare for college. – If the student wants to learn a skill or a trade, s/he might need a vocational education program. • By age 16, the IEP should list all services the student will need to move from school to post-school.
- 15. How does the team decide which services a student needs? • The first step in transition planning is an evaluation. • The evaluation must look at five different areas of the student’s life: 1. Work 2. Recreation and leisure 3. Home living 4. Community participation 5. Opportunities to learn new things after high school.
- 16. • The results of the evaluation are written in a report. • The IEP has annual goals and short-term instructional objectives for each part of the student’s education. • The team has to write goals and objectives for transition.