Transition Planning
Transition planning is essential for making the leap into the post-secondary education world for students with disabilities. It is a time for students to take ownership of their future and learn to speak up for themselves. Without some coaching this can become a huge problem for some students. While IDEA requires an "exit evaluation" when a student is leaving school, each state provides this in different ways (Shaw, S. F., Dukes, L. L., & Madaus, J. W., 2012, p. 7).
Within transition plans a summary of performance (SOP) needs to give an overall summary of what the student's academic achievement is, as well as advice on how to help this child achieve his or her goals going forward. Most states utilize a form that meets the standards IDEA put in place, however some of these states do not give a full picture making the plan fall short in terms of functionality.
When a comprehensive plan is put in place it is the result of many years of information, and a complete dialogue between all member of the IEP team with the student and his or her parents Shaw, S.F. et al., 2012, p. 8). The most critical part is including the student. It will be his or her responsibility to advocate for what accommodations are needed to be successful. It is not realistic to think that is something that can be accomplished without some practice. It is also imperative that the student has a voice to say what his or her goals are for life outside of school. Without knowing what the student wants to do, it becomes impossible to show him or her the proper guidance.
The transition plan becomes a living document that is updated regularly. It may change as the student gets older and makes changes to what his or her goals are. It becomes necessary to sometimes have hard conversations if the goals do not match up with what a student is capable of, but there may be modifications that can be made to the goal that will give the student something close to what he or she was originally thinking of.
This article really showcased how to give the student a voice, as well as meet the standard of what is required in a transition plan. Our text gave a good review of what needs to appear in these plans, but the article gave a more personal look at what the transition plan means. I find it disheartening that so many states fall short of using transition plans to their full potential. It is a great tool to show the student how to take control of his or her future.
Shaw, S. F., Dukes, L. L., & Madaus, J. W., (2012). Beyond compliance: Using the summary of performance to enhance transition planning. Teaching Exceptional Children, 44(5), 6-12.
Within transition plans a summary of performance (SOP) needs to give an overall summary of what the student's academic achievement is, as well as advice on how to help this child achieve his or her goals going forward. Most states utilize a form that meets the standards IDEA put in place, however some of these states do not give a full picture making the plan fall short in terms of functionality.
When a comprehensive plan is put in place it is the result of many years of information, and a complete dialogue between all member of the IEP team with the student and his or her parents Shaw, S.F. et al., 2012, p. 8). The most critical part is including the student. It will be his or her responsibility to advocate for what accommodations are needed to be successful. It is not realistic to think that is something that can be accomplished without some practice. It is also imperative that the student has a voice to say what his or her goals are for life outside of school. Without knowing what the student wants to do, it becomes impossible to show him or her the proper guidance.
The transition plan becomes a living document that is updated regularly. It may change as the student gets older and makes changes to what his or her goals are. It becomes necessary to sometimes have hard conversations if the goals do not match up with what a student is capable of, but there may be modifications that can be made to the goal that will give the student something close to what he or she was originally thinking of.
This article really showcased how to give the student a voice, as well as meet the standard of what is required in a transition plan. Our text gave a good review of what needs to appear in these plans, but the article gave a more personal look at what the transition plan means. I find it disheartening that so many states fall short of using transition plans to their full potential. It is a great tool to show the student how to take control of his or her future.
Shaw, S. F., Dukes, L. L., & Madaus, J. W., (2012). Beyond compliance: Using the summary of performance to enhance transition planning. Teaching Exceptional Children, 44(5), 6-12.
It is so important for the student to be involved in what will happen after they leave school, whether it be for work or college. Having the student involved it the decision making and goal planning gives them ownership and a sense of confidence. It also sends a message that the adults are ready to step back and let the student have input but also lets the student know the support is still there when needed.
ReplyDeleteI love that the transition plan is referred to as a "living document." This is SO important! And yes, the most important part (which sadly can get overlooked) is involving the student in this process. This is why all special education teachers (regardless of what age they teach) need to help students develop self-advocacy skills.
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