...Teresa Flanagan Individual Transition Plan Shenandoah University Transitions for Students with Disabilities SED 575 June 25, 2014 Individual Transition Plan OVERVIEW: Student J is a 14-year-old eighth grader at Seneca Ridge Middle School. He was found eligible for special education services in September 2008 as a student with Other Health Impairment (OHI) and a secondary label of an emotional disability (ED). When student J was in his late elementary school years he experienced inability to interact with his peers and maintain social relationships, and was observed shutting down and displaying self-destructive behaviors. There were interventions and accommodations implemented in elementary school including a behavioral plan, which was revised each year he was in middle school, based on what his interests were which were used as the motivators and rewards he would receive for displaying appropriate behavior and completing work. Student J became academically successful and was showing great progress at the end of seventh grade. During his 8th grade year he went through the reevaluation process and was found continued eligible under the same primary and secondary labels. The areas of concern for Student J were identified as problems with using appropriate language, and the same behaviors of shutting down when he was experiencing frustration. This cased a lack of progress in content subject areas during his eighth grade year. Student J receives special education services...
Words: 2382 - Pages: 10
...with Disabilities Act (IDEA, 2004) requires transition planning to prepare students for upcoming adulthood responsibilities and demands that the process be results oriented. The most common transition goal result being skilled based employment. Effective transition planning at the high school level is vital for individuals with intellectual disabilities to develop job and vocational skills. Post-secondary transition goals are developed for every individual at the high school level with the intention of harnessing the individual’s interests and skills into paid employment after graduation. IDEA identities transition services as a “coordinated set of activities” that promote movement from “school to post school activities.” Research studies report that post school activities and employment rates for individuals with intellectual disabilities were slightly under fifty percent according to Douck and Joshi (2012). Years of transition goal development and implementation occur at the high school level with the primary focus of employment for the individual. If transition planning and skill development are effective at the high school level, why do current employment statistics reveal less than fifty percent of individuals with mild intellectual disabilities obtain employment and less that twenty percent of individuals with severe intellectual disabilities? The purpose of this literature review is to examine high school transition planning and its correlation to the employment...
Words: 2083 - Pages: 9
...------------------------------------------------- ------------------------------------------------- ------------------------------------------------- <Faculty Name> <Grade Earned> <Writing Score> <Date Graded> Title Topic Paper Submitted to Northcentral University Graduate Faculty of the School of Business and Technology Management in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY IN EDUCATION by Christina Thompson Prescott Valley, Arizona January 2013 Table of Contents Proposed Topic 1 Introduction 1 Abridged Literature Review 1 Problem Statement 1 Purpose Statement 1 Research Questions 1 Summary 1 References 2 Postsecondary Transition for Students with Disabilities Accumulative number of students with disabilities is following post-secondary education. The number of students with disabilities attending college or entering the work place has significantly increased in the last three decades. The most recent changes, many of which were implemented in the amendments to the Individuals with Disabilities Act (IDEA) in 1997, introduced more accountability for transition outcomes and facilitated partnerships, particularly those related to employment. Despite these changes, studies have documented problems overlapping and conflicting regulations and...
Words: 1328 - Pages: 6
...Organizations Selected The interest in this essay will be the academic curriculum transition from secondary education to higher educational institutions such as colleges and universities. Interest in this area affects many individuals preparing for education beyond K12. The purpose of this essay is to provide an outline of how implement a curriculum improvement plan that goes beyond high school transitioning to colleges and universities. Analysis of Curriculum Articulation and Alignment Curriculums in many high schools (systems) throughout America vary, but regionally many public school systems are similar, especially if they are in the same state. Most states mandate certain criteria that must exist in terms of what is expected for graduation. However, school districts do develop their own curriculums, as long as the elements that are mandated exist in the development of each school districts academic plan. By focusing on existing articulation programs a review of what is occurring in Wisconsin and with some reference to California will be used as a comparison to the proposed plan. In most school systems the goal of curriculum articulation as it applies in Wisconsin and California, is to provide educators a method where they can work towards an established articulated curriculum. (Alexson & Kemnitz, 2004) The target is to provide students with a transition between their secondary education towards colleges or universities. (Alexson & Kemnitz, 2004)...
Words: 2200 - Pages: 9
...Returning to school Ernest Barthelemy English Composition I (GSC1235A) Instructor: Lindsay Harrel September 10, 2012 Returning to the class room is difficult experience. Although this isn’t the case for everyone, for some it can be quite overwhelming to overcome the obstacles set out in the path to success. My decision to return now at this time of my life., changing old studying and work habits., and Transitioning from Battlefield to classroom., are my set of challenging obstacles. Each of these challenges plays a major role in my road to a college degree. Failure to overcome these obstacles will only make the whole experience that more challenging and pain full, and with the pressure of returning now, pain full isn’t what I need. First, my decision to return now at this time of my life sets out a challenge. It has been five years since I’ve stepped into a classroom and from what I last remember I wasn’t very good at it back then. The average college freshmen ranges usually from 18-19 years of age, I am 25 returning to college. At my age I have more responsibilities, I’m married, I have a family to support, and a full-time occupation to attend. Unlike the average college student who balances partying and studying, I Balance 40 hours of work per week, a wife at home and the pursuit to maintaining passing grades in college courses. My responsibilities have their share of weight on my chest, but they also motivate me more to not accept failure. Additionally, changing...
Words: 665 - Pages: 3
...CHAPTER I INTRODUCTION Background of the study The middle school years are a critical turning point in young peoples’ lives. At ages 11-14 years, children go through the early adolescence stage. Adolescence is an important period when a child adjusts physically, learns new cognitive abilities, forms positive social relationships, develops a positive sense of self, and forges a personal code of ethics and morality (Eccles, Midgley,1989;Jackson & Davis,2000). Schools, along with peers and families, play an important role in fostering young peoples’ healthy development through the adolescent years (Meece, 2003). Thus, ignoring the developmental needs of students in school might result in the students developing a wrong notion of school until adulthood. Students’ eagerness and motivation to go to high school may decline as they go through their first year in high school if they may still lack the interaction they need to become familiar with and to be exposed to the high school’s norms and environment (Eccles & Midgley, 1989) (Barone, Aguirre-Deandreis, & Trickett, 1991). First year students tend to become lost in the “new world” they are in (Mizelle, 1995; Phelan, Yu, & Davidson, 1994) as they are expected to be more independent in high school, with less spoon-feeding of information and more application of good study habits. The new first year students are expected to be more mature as they deal with new classroom subjects, adopt a better value system, and be...
Words: 24959 - Pages: 100
...Transitions January 28, 2012 Transitions I. Birth Through middle school a. October 10, 1979 b. Siblings c. Divorce d. The weekend dad II. High school a. The move back b. High school c. Graduation d. Hawaii III. Jobs a. Safeway b. HSBC c. Emerald Queen Casino IV. California a. The decision to move b. Packing up and leaving c. 2yrs in Cali. d. Home sweet home V. College and my future a. Why I chose to go back to school b. What I want to do in life c. Light at the end of the tunnel Transitions Transitions Transition is a passage from one state, stage, subject, or place to another: change (Merriam-Webster, Dictionary on-line) My life has been a series of transitions. I have gone from a baby to now, my adult years. It has always been one thing after another that has shaped me into who I am today. It is all the paths that I have taken and the challenges that have come my way that have been part of the transitions and why I have chosen to be who I am and do the thing I do. I was born October 10, 1979, in, Puyallup, Washington to my mother Terry and my father Ric. I was born six weeks early and weighed in at almost eight pounds. When I was born, I was not breathing and the doctors were not sure if I was going to make it or not. I was full of fluids and had polycythemia. Polycythemia is when a person has too many red blood cells. Luckily enough I made it through and I am doing fine...
Words: 1782 - Pages: 8
...The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school for children • Table 2: Outcomes & indicators of a positive start to school for families • Table 3: Outcomes & indicators of a positive start to school for educators Recommendations Further suggestions Appendices • Appendix A: Participant List •...
Words: 22052 - Pages: 89
...The IDEA mandate for transition services occurred in 1990 and included four central elements. These four elements in collaboration with self-determination and the ecological view are integral parts of planning and implementing transition services. The first essential element of the 1990 mandate stated that transition services must be based on student needs, preferences, and interests. This is supported by self-determination because it involves having the ability to make a choice in your own learning and planning for the future (Weymeyer). These choices allow students to give a voice to their future. Another essential element is that the service be designed with an outcome-oriented process, or it has a focus on the end goal....
Words: 367 - Pages: 2
...“My school is so big that sometimes, when something goes wrong in students’ lives, they fall into the cracks. Teachers, guidance counselors and assistant principals don’t have the time or energy to work one-on-one with these kids,” McDaniel said. “The fact that someone else is there — me — to be the middleman between the parent and the school and to find out what’s going on, means we can help that child.” Position Summary: The High School Graduation Coach will provide assistance to all high school students, individually and in groups, regarding high school graduation. This assistance will include but not be limited to analyzing data to identify students or subgroups with dropout risk factors; reviewing, implementing, and tracking the Peach State Pathway; identifying and removing barriers to graduation; and facilitating career pathways. FLSA Status: Exempt Supervisory Responsibilities: No Essential Functions and Responsibilities: * The Graduation Coach shall work to ensure smooth students’ transitions from the social services systems, juvenile detention and other high schools to Ervin Academy * High school Graduation Coaches will identify youth at-risk of repeating grades due to academic and/or psycho-social barriers * Connects students to intervention programs to prevent grade retention, course failure, and/or Georgia High School Graduation Test (GHSGT)/End of Course Test (EOCT) failure while ensuring a solid academic foundation that...
Words: 657 - Pages: 3
...Abstract In recent years, people have seen the different transitions that students take as they are growing up and going to school. Young adolescents’ are introduced to many different things in life as they are moving along to obtain a better future and become successful. The young adolescents’ are challenged by the moods of others and their own mood. Emotions are a trial all on their own especially for the young adolescents’ in the middle grade years. A Longitudinal investigation was given to 78 fifth grade students using the Piers Harris Self-Concept Scale. Data was collected from the investigation and it was found that young adolescents’ experience more positive changes than negative changes in what we know as domain-specific aspects. A Review of the Literature A longitudinal Investigation of young adolescents’ self-concepts in the middle grades was given to fifth grade students until they reached their middle school grade years. The article stated that middle grade years are a time where the young adolescents’ particularly have a challenging time transitioning. “Fresh from the nurturing environment, young adolescents often find themselves navigating new relationships and making sense of the changing school norms associated with middle grade schools. In addition to environmental changes, young adolescents are also in the midst of dramatic physical and psychological growth. (Rice & Dolgin, 2005) “ Self-concept is understood as being a way for someone to identify...
Words: 1173 - Pages: 5
...Explain the term school readiness. The school readiness means that when children are ready to go to primary school and transition from the nursery. Children's readiness for positive transition into primary school needs to be view as an everyone’s responsibility. Parents, nursery teachers, primary schools, and local community programs working together provide the best common for children's success in school. School readiness needs to be clear in general, developmental terms so that the individuality of each child is well kept and respected. Explain how the early years practitioner supports children to prepare for school. Many young children who are developing normally nevertheless find this stage of life very difficult. For most of the children, leaving...
Words: 1050 - Pages: 5
...TRANSITIONS IN TEACHING STRATEGIES OF HIGH SCHOOL BIOLOGY TEACHERS: A GROUNDED THEORY APPROACH Mark Joseph C. Diaz Jerah Mae G. Gilos Kenneth P. Guilan Nerissa E. Sorolla Chapter 1 Introduction to the Study Chapter One has five parts: (1) Background and Theoretical Framework of the Study, (2) Statement of the Problem, (3) Significance of the Study (4) Definition of Terms, and (5) Scope and Delimitation of the Study. Part One, Background and Theoretical Framework of the Study, justifies the need for the investigation, describes the origin of the study, discusses the importance of selecting the problem, and the reason for conducting it. Part Two, Statement of the Problem, presents the purpose and enumerates the problems answered in the study. Part Three, Significance of the Study, states and tells the importance and benefits that may be derived from the findings. Part Four, Definition of Terms, clarifies the meaning of the terms used in this investigation. Part Five, Scope and Delimitation of the Study, sets the limit and scope of the investigation. Background of the Study Throughout the history, societies have sought to educate people to produce goods and services, to respond effectively and creatively to their world and to satisfy their curiosity and aesthetic impulses. Education involves theory and empirical sets of knowledge and learning as well. Teaching is the process of helping their learners economically and efficiently. It is...
Words: 8503 - Pages: 35
...of the Day! Routine:! Turning in homework! a.! Enter the room politely and quietly.! b.! Hang up jacket, coat, or hat (if wearing them) in locker.! c.! Remove homework folder and agenda book from backpack.! d.! Place backpack in locker.! e.! Place homework folder in homework basket.! f.! Sit down at your own desk. ! g.! Sit quietly and listen during any morning announcements.! h.! View “Do Now” activity instructions on board. (items will vary) ! i.! Quietly work until class begins. ! ! 2. Situation:! End of the Day! Routine:! Preparing to leave! a. When instructed to start, clean up your desk and surrounding area.! b. When your group is called get everything from their cubby.! c. When called get backpack, jacket, coat, and hat from locker.! d. Quietly and politely line up.! ! 3. Situation:! Transition Between Activities (In- Class)! Routine:! Getting excited about whats next! a. When the verbal notification is given, the students should quietly start cleaning up ! their work area.! b.! When the second verbal or audible notification is given, they should stop and ! ! give their attention to the teacher for further instructions.! c.! Depending on the next subject, the students should follow the instructions to ! ! obtain materials needed or politely and quietly go to a specific work area.! ! 4. Situation: Distribution of Materials! Routine:! Patiently wait for my Mail Carrier! a.! When materials are needed, the teacher will ask the predetermined weekly “Mail ! ! Carrier”...
Words: 1683 - Pages: 7
...The journey from high school to college will be challenging as far as time management and personal responsibilities. In high school, scheduled school days are structured based upon the portion of time during the day that stays the same every day. In college, the individual must make a drastic change to a more unpredictable and flexible schedule. Time management will be challenging for students because one will have to decide what time the courses will be taken and how those courses will align with other responsibilities. Personal responsibility is a wake up for call for college students. In college, the individual is responsible for what happens in their lives. One is responsible to make sure they are up for their 8am class because no one is there to wake them up to be sure that they are on time. It is the students’ responsibility to make sure that their assignments are complete and are turned in on time because the professor may not remind one of these things. In one’s younger years, it is easy to put the blame on others to make themselves feel better about their own fault. Both failures and success should be appointed to the person individually. Making the transition from high school to college will be the most challenging experience of many students’ lives. The transition from high school to college will build one’s character. School overall, both high school and college, help discover, refine, and test students’ character. Values and ethical systems of students individually...
Words: 745 - Pages: 3
