Your Subtitle text

                         Transition

Contact jsticks@drsticks.com for PDF of Transitional Planning
Click for PDF of Transition to Adult Living
Click for PDF of Dare to Dream Transitional Planning
Click for PDF of
Career Development Checklist
Click for PDF of Self-Determination and Self-Advocacy Questionnaire


Student-Led Transitional Planning


by


Jeri Stickney Phillips
 

Statement of the Problem


            Most Individual Education Plans (IEPs) and Transition Plans (TPs) are conducted with very little input from the student at Anywhere High School (AHS). In the past, IEP and TP meetings were not conducted with all members involved. Further, interventions were poorly written and implemented. The Special Education Department (SPED) Department has been working to improve methods and implementation. Since the SPED Department has begun strengthening procedures and practices, one area that needs to be strengthened is substantial involvement of the student in the planning and implementation process for his or her own IEP/TP. In view of the fact that all IEPs are automatically written with Transitional Plans at AHS, this report includes IEPs; however the focus of the report is on student-led transition plans.

The Transition Plan is important to student’s success as an adults. Students who passively sit through meetings with little or no input often do not understand the IEP/TP process or the interventions decided for them at the team meeting. As a consequence, they may not feel vested in their education. Students need to be trained on how to be an active member of the IEP/TP team. This active involvement will help create ownership of intervention planning and implementation. Therefore, part of the transition process needs to include instruction and practice on how to actively participate in meetings and eventually lead meetings. This active involvement of the student will create the ownership necessary to maximize his or her understanding, participation, and success.

Literature Review

Transitional planning is an important component of Special Education Individual Education Plans (IEPs). An important focus of transitional planning for high school students is assisting students to shift from adolescence to adult living. This focus comes in tandem with a student’s growing maturity to take charge of decision making, strategy development, implementation of strategies, and evaluation of effectiveness of decisions.

Currently, the Special Education Department at Anywhere High School (AHS) accounts for 14% of the total student population. As a consequence, this high percentage substantially impacts performance indicators. This review contains 5 intertwined themes.

  1. Special Education Law
  2. Individual Education Plans
  3. Transition Planning
  4. Advocacy
  5. Self-Determination

Recommendations

  1. Develop skills within TP classes for students to participate and lead transition planning
  2. Train all Case Carriers
  3. Require Case Carriers to include TP student-led component in IEPs
  4. Develop phases 1, 2, 3, 4 for each year
  5. Develop questionnaire to determine best way to provide skills
  6. Develop evaluation of progress at each semester

References

Alison, M., & Laura, E. (2005). Student-led IEPs: Take the first step. Teaching Exceptional Children, 37(4), 52.

Barrie, W., & McDonald, J. (2002). Administrative support for student-led Individualized Education Programs. Remedial & Special Education, 23(2), 116.

Bassett, D. S., & Kochhar-Bryant, C. A. (2006). Strategies for aligning standards-based education and transition. Focus on Exceptional Children, 39(2), 1-19.

Baugher, R., & Nichols, J. (2008). Conducting a rural school district transition fair: Successes and challenges for studens with disabilities Education, 129(2), 216-223.

Betz, C., & Redcay, G. (2005). An exploratory study of future plans and extracurricular activities of transition-age youth and young adults. Issues in Comprehensive Pediatric Nursing, 28(1), 33-61.

Bridges, W. (2004). Transitions: Making sense of life's changes. United States: Da Capo Press.

Brigharm, N., Morocco, C. C., Clay, K., & Zigmond, N. (2006). What makes a high school a good high school for students with disabilities. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 21(3), 184-190.

Brolin, D. E., & Loyd, R. J. (2004). Career development and transition services: A functional life skills approach (4th ed.). Upper Saddle River, NJ: Merrill.

Bullis, M., Davis, C., Bull, B., & Johnson, B. (1997). Expectations versus realities: Examination of the transition plans and experiences of adolescents. Rehabilitation Counseling Bulletin, 40(4), 251.

Burgstahler, S. (2001). A collaborative model to promote career success for students with disabilities. Journal of Vocational Rehabilitation, 16(3/4), 209.

Christine, Y. M., Marcy, M.-K., & Lora, J. (2004). How to help students lead their IEP meetings. Teaching Exceptional Children, 36(3), 18.

Colleen, A. T. (1999). Supporting student voice in transition planning. Teaching Exceptional Children, 31(5), 4.

Doyle, M. B. (2000). Transition plans for students with disabilities. Educational Leadership, 58(1), 46.

Eckes, S. E., & Ochoa, T. A. (2005). Students with disabilities: Transitioning from high school to higher education. American Secondary Education, 33(3), 6-20.

Eisenman, L. T. (2003). Theories in practice: School-to-work transitions-for-youth with mild disabilities. Exceptionality, 11(2), 89.

Fiedler, C. R., & Danneker, J. E. (2007). Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39(8), 1-20.

Field, S., Sarver, M. D., & Shaw, S. F. (2003). Self-determination. Remedial & Special Education, 24(6), 339-349.

Goupil, G., Tassé, M. J., Garcin, N., & Doré, C. (2002). Parent and teacher perceptions of individualised transition planning. British Journal of Special Education, 29(3), 127-135.

Hadley, W. M. (2006). L.D. students' access to higher education: Self-advocacy and support. Journal of Developmental Education, 30(2), 10-16.

Hinson, J., & LaPrairie, K. (2005). Learning to teach online: Promoting success through professional development. Community College Journal of Research & Practice, 29(6), 483-493.

Janiga, S. J., & Costenbader, V. (2002). The transition from high school to postsecondary education for students with learning disabilities: A survey of college service coordinators. Journal of Learning Disabilities, 35(5), 462.

Johnson, D. R., Stodden, R. A., Emanuel, E. J., Luecking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68(4), 519.

Kim-Rupnow, W. S., & Burgstahler, S. (2004). Perceptions of students with disabilities regarding the value of technology-based support activities on postsecondary education and employment. Journal of Special Education Technology, 19(2), 43.

Kohler, P. D., & Field, S. (2003). Transition-focused education: Foundation for the future. Journal of Special Education, 37(3), 174-183.

Kristin, M. P., Eleanor, G.-K., Sarah, J. G., Laurie, E. P., & et al. (2005). Mandates and effective transition planning practices reflected in IEPs. Career Development for Exceptional Individuals, 28(1), 47.

Lehman, C. M., Clark, H. B., Bullis, M., Rinkin, J., & Castellanos, L. A. (2002). Transition from school to adult life: Empowering youth through community ownership and accountability. Journal of Child & Family Studies, 11(1), 127-141.

Levinson, E. M., & Ohler, D. L. (1998). Transition from high school to college for students with learning disabilities: Needs, assessment, and services. High School Journal, 82(1), 62.

Lock, R. H., & Layton, C. A. (2001). Succeeding in postsecondary ed through self-advocacy. Teaching Exceptional Children, 34(2), 66.

Maccini, P., Gagnon, J. C., & Hughes, C. A. (2002). Technology-based practices for secondary students with learning disabilities Learning Disability Quarterly, 25(4), 247.

Madaus, J. W. (2005). Navigating the college transition maze: A guide for students with learning disabilities. Teaching Exceptional Children, 37(3), 32-37.

Madaus, J. W., & Shaw, S. F. (2006). Disability services in postsecondary education: Impact of IDEA 2004. Journal of Developmental Education, 30(1), 12-21.

Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., et al. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72(2), 187-200.

Martin, J. E., Van Dycke, J. U., Christensen, W. R., Greene, B. A., Gardner, J. E., & Lovett, D. L. (2006). Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice. Exceptional Children, 72(3), 299-316.

McAfee, J. K., & Greenawalt, C. (2001). IDEA, the courts, and the law of transition. Preventing School Failure, 45(3), 102.

McNair, J. L. (2002). The characteristics of high school transition programs that assist learning-disabled students to succeed at the post-secondary level. Unpublished Ph.D., Lynn University, United States -- Florida.

Mellard, D. (2005). Strategies for transition to postsecondary educational settings. Focus on Exceptional Children, 37(9), 1-19.

Milsom, A. (2007). Interventions to assist students with disabilities Through school transitions. Professional School Counseling, 10(3), 273-278.

Milsom, A., & Hartley, M. T. (2005). Assisting students with learning disabilities transitioning to college: What school counselors should know. Professional School Counseling, 8(5), 436-441.

Mull, C. A., & Sitlington, P. L. (2003). The role of technology in the transition to postsecondary education of students with learning disabilities. Journal of Special Education, 37(1), 26.

Myers-Wylie, D. L. (2007). Making a smooth transition to online postsecondary education for students with learning disabilities. Unpublished Ph.D., Capella University, United States -- Minnesota.

Nugent, G. C. (2005). The public television experience. TechTrends: Linking Research & Practice to Improve Learning, 49(4), 61-66.

Sheehey, P. H., & Black, R. S. (2003). Transition outcomes of young adults with disabilities in rural areas: A research synthesis. Rural Special Education Quarterly, 22(2), 3-14.

Sitlington, P. L. (1996). Transition to living: The neglected component of transition. Journal of Learning Disabilities, 29(1), 31.

Sitlington, P. L. (2003). Postsecondary education: The other transition. Exceptionality, 11(2), 103.

Sitlington, P. L., & Payne, E. M. (2004). Information needed by postsecondary education: Can we provide it as part of the transition assessment process? Learning Disabilities -- A Contemporary Journal, 2(2), 1-14.

Skinner, M. E., & Lindstrom, B. D. (2003). Bridging the gap between high school and college: Strategies for the successful transition of students with learning disabilities. Preventing School Failure, 47(3), 132.

Smith, T. L., Beyer, J. F., Polloway, E. A., Smith, J. D., & Patton, J. R. (2008). Ethical considerations in teaching self-determination: Challenges in rural Special Education. Rural Special Education Quarterly, 27(1/2), 30-35.

Transition to adult living: An information and resource guide. (2007). Sacramento: California Department of Education.


Web Hosting Companies