Chapter 25: Transition Services Flashcards
Circle approach
encourages parents to support their child in exploration, welcome their coming back and being strong, available and kind – the hands on the circle. It is through “being with” our children in times of need and in all their feelings that sets their foundation for self-regulation.
Collaborative interdisciplinary teamwork
For transition-age students, this teamwork is accomplished by the IEP or transition team. As students with disabilities approach graduation for high school, all IEP planning and services must converge around the student’s postsecondary goals and activities
Common Core State Standards
The CCSS are a national curricula guide in English-Language Arts (ELA) and mathematics that define the knowledge and skills all students should master by the end of each grade level, so that students are ready for college and a career. The Common Core was developed in response to the increase in number of high school graduates who were not prepared for the rigor of college or were not adequately prepared to enter the workforce. The Common Core has been approved and adopted by 41 states and is the first national curricula for the United States
Conditional reasoning
Used to understand and, to some extent, anticipate how a student’s disability may affect his or her transition to post–high school activities and roles including postsecondary or vocational education, employment, and community living.
Customized employment
“is a process for individualizing the employment relationship between a job seeker or an employee and an employer in ways that meet the needs of both”. In this model, an employment specialist works with the client (i.e., individual with a disability) and prospective employers in the community to match the individual strengths and needs of the job seeker with the needs of the business. Oftentimes, this requires negotiating the rearranging or combining of job tasks into a job that is customized for the individual with a disability.
Social competence
an individual’s effectiveness in navigating interpersonal relationships with others at work, school, home, or in public situations. Social competence is largely subjective in nature and often changes given the context in which an event occurs. A “socially competent” person during a rock concert would look and behave differently than a “socially competent” person at an opera performance.
Employment First
a national movement that promotes community-based employment in lieu of sheltered workshops as the preferred choice for individuals with disabilities (Niemiec, Lavin, & Owens, 2009; Price, 2013). To accomplish this goal, Employment First proponents seek to change government funding structures and service delivery systems and policies so that community employment options are available and that tax dollars are prioritized toward supporting community employment.
Individuals with Disabilities Education Improvement Act (IDEA)
IDEA 2004 requires that individualized education program (IEP) and individualized family service plan (IFSP) teams consider a child’s need for AT devices and services at least annually during the development of the IEP/IFSP.
Postsecondary education
Anything after high school
Preemployment transition services
Activities designed for students with disabilities. Pre-ETS support the career development process to increase the success of students with disabilities in obtaining employment after graduation from high school.
Project SEARCH
A 1-year transition to community employment program that combines on-site internships, job coaching, and an employment skills curriculum (Hendricks, 2010). Students work 20 hours per week in an unpaid internship as they develop skills on the job and in the classroom-based employment skills curriculum. Students progress through three 3-month internships during the school year, often in their last year of public education.
Quality-of-life indicators
Not in book this is all i could find- The immaterial dimensions of the quality of life include Health, Education, Environmental Quality, Personal Security, Civic Engagement and Work-Life Balance.
Reasonable accommodations
employer (or educational institution) must take reasonable steps to accommodate an individual’s disability. Examples include installing grab bars in work or learning areas, purchasing assistive technology to support job or school performance, ensuring online materials are presented in an accessible format, ramping an entrance, or providing specific job-related training.
Transition services
-States that transition-related planning must begin for students with disabilities when they are 16-years-old or earlier based on individual student needs (§614 (d)(1)(A)(i)(VII)). Students receiving transition-related planning and services may graduate or complete high school around the age of 18 with their peers who do not have disabilities. Others may continue to receive school-funded education and transition services through the age of 21.
IDEA defines transition services as a coordinated set of activities for a child with a disability that:
(A) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (§602(26))
Transition team
Includes members from various professions and often includes members from various agencies, (e.g., school employees, community employees, healthcare and worksite employees). The transition team, sometimes called the individualized transition team, is responsible for the development of the student’s individualized education program (IEP) and subsequent transition services. Regardless of the team’s name, all team members share responsibility for the student’s achievement of positive post–high school outcomes.
