This text outlines an approach to transition planning for students with disabilities during the adolescent period through collaboration with students, families, special education teams, administrators, school boards, and community agencies. It discusses transition planning and current special education law, the teachers role in the transition process, and how it blends with that of parents, the school, and community agencies; evidence-based strategies and the involvement of families, including a framework of activities focusing on community access, student engagement, and post-school goal selection; medical, academic, behavioral, social, independence, and post-outcome assessments; the development of transition plans, including supporting entry into the workforce and postsecondary education; and the roles of school administrators, special educators, transition planning specialists, and government agencies. It covers special considerations for students with specific learning disabilities and speech and language impairments; those with emotional, behavioral, and severe mental health disorders; those who are blind, visually impaired, deaf, hard of hearing, or deaf-blind; students with autism; students with other health impairments, chronic medical and orthopedic impairments, and traumatic brain injury; and students with mild, moderate, severe, multiple, and profound intellectual disabilities. The final section addresses monitoring the practices of the special education team and understanding transitions from birth to age 21. The book includes discussion of culture and bias, interviewing skills, and assistive technology. Annotation ©2020 Ringgold, Inc., Portland, OR (protoview.com)
A Collaborative Approach to Transition Planning for Students with Disabilities is designed to inform aspiring special education teachers, special education teams, transition planning specialists and school administrators about the complex process of transition planning and to meet the transition requirements of special education legislation.
Author Dr. JoAnn Rae has been in the field of special education for 34 years, in service as a special education teacher, special education administrator, teacher certification supervisor and as college faculty. The framework she outlines is specially designed to advance students&; involvement and participation in their lives, not only in the presence of the most severe sensory and intellectual disabilities, but also in the case of multiple disabilities. Unique scenarios not typically seen in other textbooks, such as IEP team disagreements, students with terminal illnesses, students with ill or overworked parents or students living in poverty are also explored.
The text also includes:
- Descriptions of research-based practices to maximize students&; self-determination, autonomy, goal setting and ability to have successful life experiences
- Opportunities to integrate knowledge with practice by providing strategies that relate to the real-life difficulties students and transition planning specialists may encounter
- Easy-to-replicate communication tools, such as letters to students and parents, as examples to enhance collaboration
- Methods for teachers to effectively promote and increase student involvement and collaboration by using structured and interactive interviews
A Collaborative Approach to Transition Planning for Students with Disabilities reflects the universal challenges that teachers, families and finally, the students themselves face, as they progress through school with a disability. For students with disabilities, the key component to successful transition planning is creating a collaborative atmosphere that allows them to be successful. This book promises to serve as an essential resource to all who are dedicated to that goal.
