ASH ESE 633 Week 4 DQ 1 Transition Planning

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ASH ESE 633 Week 4 DQ 1 Transition Planning

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• This discussion is your opportunity to
  demonstrate your understanding of the objective
  justify the collaborative role of transition team
  members who actively participate in transition
  meetings. The discussion represents your mastery
  of the Course Learning Outcome 5 and the MAED
  Program Learning Outcome 8.  Federal guidelines
  require children who have an Individual Education
  Plan (IEP) to have a Transition Plan for
  post-graduation beginning after their 16th
  birthday and, in some cases, as early as after
  their 14th birthday. This meeting is separate
  from the IEP meeting and focuses on the students
  interests, independence, and self-determination
  (Wright Darr-Wright, 2013). The purpose of the
  Transition Plan meeting is for all stakeholders
  in the students education to help plan an
  independent future for the student.
• According to IDEA 2004, Transition Services
  refers to
• 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
  post-secondary education, vocational education,
  integrated employment (including supported
  employment), continuing and adult education,
  adult services, independent living, or community
  participation  is based on the individual
  childs needs, taking into account the child's
  strengths, preferences, and interests

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• includes instruction, related services, community
  experiences, the development of employment and
  other post-school adult living objectives, and,
  when appropriate, acquisition of daily living
  skills and functional vocational evaluation. (As
  cited in Wright Darr-Wright, 2013, para 1).As
  noted above, IDEA has outline what is required,
  but parents oftentimes find the transition
  meeting overwhelming and intimidating with so
  many team member experts involved in the
  transition process and with unclear terms and
  jargon (Bangser, 2008).  Initial Post -
  Imagine you are a parent of a child with a
  disability who is preparing for a transition
  meeting. Read the resource IDEA 2004 Close Up
  Transition Planning (Cortiella, 2007). In your
  post, write a question for three different
  transition team members (3 questions total) about
  topics that may not have been addressed or that
  need additional follow-up answers. Additionally,
  provide an answer to your questions with at least
  one scholarly resource that supports your chosen
  answer.
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