Introduces practitioners and pre-service instructors to transition services and the new transition requirements for secondary students under IDEA 2004.
This brief book advances a new vision of transition as a unifying framework for post-secondary planning for youth. Using side-by-side frameworks, it explains the connections between transition services and standards-based education, as well as the connections between IDEA 2004 and the No Child Left Behind Act. The book provides an introduction to the new Summary of Performance (SOP) that is required by every school district for all youth with disabilities who have IEPs, and will present a first of its kind template for a nationally ratified SOP available to state and local educational agencies. This book is for all who work with special needs students in secondary schools and those preparing youth for transition to post-secondary education and employment, including special and general education teachers, school and guidance counselors, transition coordinators, administrators and many others.
Features:
Provides readers with a concrete understanding of how transition services and post-secondary goals serve as a unifying framework for individualized education planning, blended within a standards-based framework.Side-by-side frameworks make clear for readers the connections between the IDEA 2004 transition requirements and NCLB.Essential transition services are described in a `pathways’ framework to fit the different needs of youth, enabling readers to understand the spectrum of transition services in the context of individualized students’ needs and IEPs.Defines the new IDEA 2004 Summary of Performance requirements and provides a unique, sample template, aiding student understanding of the SOP requirement.Case examples and illustrations in each chapter will help readers apply the information to real students.
Table of Contents:
1. What is the Purpose of This Book?
2. Why is Transition Important for Youth and Who Benefits?
Summary of Conditions For Youth
How Many Youth With Disabilities Enter Work After High School?
Preparing Youth for Postsecondary Education
Youth Participation and Outcomes of Post-Secondary Education
Continuing Need for Individualized Transition Planning
Who Benefits From Transition Services?
3. Is Transition a New Idea?
A Thumbnail History
Defining Transition: An Evolving Idea
Recent Efforts to Expand Transition
4. What Changes In the Laws Affect Transition? IDEA 1997 & 2004, NCLB, and the Rehabilitation Act
Changes in IDEA from 1997 to 2004
How Does NCLB and the Rehabilitation Act Support Transition?
NCLB Supports Transition for At-Risk Populations
How Does the Rehabilitation Act Support Transition?
5. What Changes For Youth As They Move From Secondary Postschool?
Postschool Choices for Youth With Disabilities
Self-Advocacy Skills Needed For Post-Secondary Participation: It’s Up To The Student
Age of Majority: Transfer of Rights to the Student
Laws Governing Secondary And Post-Secondary College Settings Are Different: Section 504
6. What is Transition Under IDEA: A Comprehensive Planning Process?
What Does IDEA 2004 Require?
IDEA 2004 and Beyond: Backward Planning for Transition
Transition Is a Comprehensive Individualized
Planning Process: Applying Universal Design
Understanding a `Coordinated Set of Activities Under IDEA
Determining Needed Transition Services: Use of Assessment in Transition
7. How Does The IEP Team Help The Student Prepare For Transition?
The IEP Team
Role of the Student
Role of the Parents and Family
Role of the Local Educational Agency
What Professionals Collaborate For Transition?
8. How Is the Transition Plan Developed?
Writing the Transition Component in the IEP: Phase 1, Age 14-15
Writing the Transition Component in the IEP: Phase 1, Age 16 and Beyond
Writing Postschool Goal Statements
Linking the Transition Goals and Objectives to the Educational Program (Course of Study)
Case Illustrations For a Coordinated Set of Activities
9. What Is the Role of Interagency Coordination in Transition?
How Can the Student Get Help From Non-School Agencies in the Last Year of High School?
How is An Interagency Agreement Developed?
Involving Agencies in the IEP Process
What Is the Role of the Local Interagency Transition Planning Council?
Getting Started in the Community
Using Interagency Evaluation Information for Transition Systems Change
10. How Can Transition and Standards-Based Education Be Blended?
How Do NCLB And IDEA Differ In Principles and Policies?
How Does Transition `Fit’ With Standards-Based Education?
Transition as a Unifying Framework
Blending multiple standards
11. What Is the New Summary of Performance Under IDEA 2004?
The Legal Mandate: Section 504 and the ADA
Changes In Diagnostic Information Required Of
Secondary Schools
Strengthening the Bridge: Why A Summary of Performance?
Goal of the SOP
Structure and Development of the SOP
How Can the SOP Help the Student?
What Information Is Included In the SOP?
Linking the SOP With the IEP Process
What Is The Timeline For Producing An SOP?
The Summary of Performance Model Framework
References
Appendices
Appendix 1: IDEA 1997 and 2004: Comparison of Provisions Related to Transition
Appendix 2: The No Child Left Behind Act of 2001: Provisions Related to Transition
Appendix 3: The Summary of Performance Template
