Question 4
IEP must include:
-appropriate measurable post-secondary goals that are annually updated and based upon an age appropriate transition assessment, transition services including courses of study that will reasonably enable the student to meet those post secondary goals and annual IEP goals related to the students transition services needs § There must be evidence that the student was invited to the IEP meeting where the transition services are to be discussed § There must be evidence that a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student that has reached the age of majority
-Higher Education Amendments of 1998 -The Higher Education Opportunity Act of 2008 -Improving America's School's Act of 1994
-increased opportunities to youth with disabilities after secondary school by providing access to more challenging secondary courses, employment options and post secondary education.
Education Sciences Education Reform Act of 2002
-mandates the identification and use of evidence based practices for students in public schools
transition includes:
-must begin no later than 16 years old and VA says 14 years old (IDEIA changed it back to 16) -appropriate measurable post-secondary goals based upon · age appropriate transition assessments -students must be able to participate in IEP meeting for transition
Salary Levels
Only 18% of all people with disabilities earned more than minimum wage in 1980's which would not allow them to live independently
SOP (summary of performance) includes
SOP must include summary of academic achievement, summary of function performance, and recommendations to help the student meet post secondary goals.
Changes in SPED policy and practice--IDEA
Transition requirements came in IDEA 1990
Transition Definition
a set of coordinated activities that are results oriented, look at academic and functional achievement in environment and includes post secondary education employment and supported employment and independent living and community participation
Handicapism
discriminatory treatment and biased reactions toward someone with a disability=occurs on personal, professional, and societal levels. -It must be eliminated before normalization can become a reality for every man and woman with a disability.
Many adults with disabilities continue to face
lack of acceptance as full members of society.
-The ultimate goal of transition is
to improve the quality of life of a person with disabilities.
The School to Work Opportunity Act of 1994
-increased opportunities to youth with disabilities after secondary school by providing access to more challenging secondary courses, employment options and post secondary education.
No Child Left Behind Act of 2001 (NCLB)
-mandates the identification and use of evidence based practices for students in public schools
Special education dropouts
1. 67% of children served in SPED in public schools were 12 years old or younger and he hypothesizes that the missing students are dropouts 2. 42% of LD/BD dropouts 3. Students who drop out are most often mildly handicapped and from poor ethnic minority families because the educational interventions and programs in place for the students in SPED in the 80's were ineffective and did not benefit those students
General summary of the day-to-day activities we do with the students to help them in their transition from school to adult life:
1. Daily job-training visits to community work sites to work on employability skills 2. Friday outings into community to purchase own lunch 3. Regular instruction in building the students' money skills 4. Regular instruction in building their survival word vocabulary. 5. Strengthening students' computer skills through use of vocational and educational software, including basic word processing (typing) skills. 6. Regular planning meetings with the student, parent/caregivers, and adult service providers/agencies to discuss and plan for post-school desired outcomes.
changes to vocational education and employment legislation
1. Education Sciences Education Reform Act of 2002 2. Higher Education Amendments of 1998 3. The Higher Education Opportunity Act of 2008 4. Improving America's School's Act of 1994 5. The School to Work Opportunity Act of 1994 6. No Child Left Behind Act of 2001 (NCLB)
Agencies and Organizations that are Transition Service Providers
1. Local School divisions 2. VA Department of Aging and Rehabilitative services (DARS) 3. VA Department of Behavioral Health and Developmental Services 4. VA Employment Commission 5. VA Department for the Blind and Vision Impaired 6. VA Department for the Deaf and Hard of Hearing 7. VA Community College System 8. Centers for Independent Living 9. VA Department of Social Services 10. Local Recreation Departments (camp programs etc.) 11. Local Employment Service Organizations (STEPS etc.) 12. Local Associations and Organizations for People with Disabilities 13. Local Organizations with Philanthropies for People with Disabilities
Career and Technology Legislation
1. The Carl D. Perkins Vocational and Applied Technology Act of 1990 2. The Carl D. Perkins Vocational and Applied Technology Act of 1998 3. The Carl D. Perkins Career and Technical Education Improvement Act of 2006
Work Force Training Legislation for Employment
1. Under US department of labor 2. Comprehensive Employment and Training Act of 1973 &1978 3. Job Training Partnership Act of 1982 & 1986 4. Work Force Investment Act of 1998 -One Stop Centers
Vocational rehabilitation and civil rights legislation
1. Vocational Rehabilitation Act of 1918 2. Vocational Rehabilitation Act Amendments of 1973 -sections 501,502, 503, 504 3. Vocational Rehabilitation Act Amendments of 1983 & 1986 4. Rehabilitation Act Amendments of 1992 5. Rehabilitation Act Amendments of 1998 6. Americans with Disabilities Act (ADA) 1990 (PL 101-336) - students cannot be denied college admission based on their disability 7. The Americans with Disabilities ACT Amendments of 2008 and 2010
Transition is based on child's needs taking into account their:
1. preferences 2. strengths 3. interests
major transition participants
1. student 2. parents and other family members 3. SPED educators and transition coordinators 4. Vocational educators 5. Vocational rehabilitation counselors 6. service coordinators from other adult service agencies
Education Reform Legislation
Higher Education Amendments of 1998 -ensures students with disabilities access to quality higher education Higher Education Opportunity Act of 2008 -ensures students with disabilities access to quality higher education
Changes in SPED policy and practice--Amendments to IDEA
IDEA 1997 -coordinated set of activities can also apply to related services (OT, PT, Transportation, Therapeutic Rec., etc.) -it changed the age for transition from 16 to 14 1. IDEIA 2004
Persons with disabilities have begun to
assert their legal rights, challenging the view that they are incapable of speaking for themselves.
transition planning should involve
other professionals from adult service agencies and the community -changed language from "outcomes oriented process" to "results oriented process" -requires students to have a summary of performance (SOP) as they graduate or exit school -added accountability indicators 13 and 14 ·indicator 13 and 14 are specific to transition ·data must be submitted annually ·13 has the I-13 checklist
Indicator 14
§ Asks for the percent of youth who have IEP's, are no longer in secondary school and who have been competitively employed, enrolled in some type of post secondary school, or both, within one year of leaving high school. § Requires surveys of students who have exited secondary schools § It's concerned with outcomes youth with disabilities achieve once they exit high school § Want percentages to be close to 100 percent as possible
What does transition include?
· instruction related services · community experiences · development of employment and other post school adult living objectives · acquisition of daily living schools and · functional vocational evaluation
