Parents of children with disabilities typically experience more stress than families who do not have children with disabilities. The purpose of this assignment is to analyze how some of these perceptions and barriers affect family involvement.
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On a word document, complete the following questions:
What is a secondary transition?
Why is it important for school personnel to help students plan for post-school transitions?
List and describe the five components of the Taxonomy for Transition Programming.
Explain why self-determination is important for students with disabilities.
Read:
Jessica is a rising ninth-grade student who has a physical and intellectual disability and uses a wheelchair. Imagine you are Jessica’s general education teacher and a member of her IEP team. As part of her annual review meeting, Jessica and her team discuss her post-secondary plans. Following is some of the information the team learns during the meeting.
Strengths:
Capable student who works hard to get passing grades
Loves the computer and catches on quickly to games and computer programs
Short-term goals:
Ride the school bus to and from school (currently, parents transport her)
Spend more time with friends
Post-school goals:
Get a job in a hospital or somewhere she can help sick people (as long as she doesn’t have to read much)
Live on her own or with a roommate
Areas of need:
Doesn’t like to read and often doesn’t remember things she does read
Additional information: Her parents state that she has never talked with them about her post-school goals, and they always assumed she would live with them.
For each of the components of the Taxonomy for Transition Programming, recommend one or two actions you as the teacher can take to help Jessica reach her goals. Explain your responses.
Components of Taxonomy for Transition Programming Actions and ExplanationsProgram Structure Student-Focused Planning Student Development Family Involvement Interagency Collaboration
Full Answer Section
Why is it important for school personnel to help students plan for post-school transitions?
It is important for school personnel to help students plan for post-school transitions because it can help students achieve their goals and live successful lives. Students with disabilities are less likely to graduate from high school, attend post-secondary education, or be employed than their peers without disabilities. Secondary transition planning can help to close these gaps and improve outcomes for students with disabilities.
List and describe the five components of the Taxonomy for Transition Programming.
The Taxonomy for Transition Programming is a framework for developing and implementing secondary transition plans. It includes five components:
- Assessment: This component involves gathering information about the student's strengths, weaknesses, interests, and goals. This information can be used to develop and monitor the student's transition plan.
- Instruction: This component involves teaching the student the skills and knowledge they need to be successful in post-school settings. This may include skills such as self-advocacy, job training, and independent living skills.
- Curriculum: This component involves making sure that the student's curriculum is aligned with their post-school goals. This may involve taking courses that are required for college or career training programs.
- Interagency collaboration: This component involves working with other agencies and organizations to provide the student with the support they need to be successful in post-school settings. This may include agencies such as vocational rehabilitation and social services.
- Family engagement: This component involves involving the student's family in the transition planning process. Families can provide valuable support and guidance to their children as they prepare for life after high school.
Why is self-determination important for students with disabilities?
Self-determination is the ability to make one's own decisions and direct one's own life. It is an important skill for all people, but it is especially important for students with disabilities. Students with disabilities are often told what to do and how to do it. They may also have limited opportunities to make choices. Secondary transition planning can help students develop their self-determination skills by providing them with opportunities to make choices about their future and to advocate for their needs.
How do perceptions and barriers affect family involvement?
Perceptions and barriers can affect family involvement in secondary transition planning in a number of ways. For example, some parents may have negative perceptions of their child's abilities and may not believe that their child can succeed in post-school settings. Other parents may face barriers such as lack of time or transportation, which can make it difficult for them to participate in meetings and other activities.
Here are some specific examples of how perceptions and barriers can affect family involvement:
- Parents may feel overwhelmed: Parents may feel overwhelmed by the transition planning process and may not know where to start.
- Parents may feel like they don't have a voice: Parents may feel like they are not being heard or respected in the transition planning process.
- Parents may feel like they are not being given enough information: Parents may feel like they are not being given enough information about their child's options or about the transition planning process.
- Parents may face language barriers: Parents who do not speak English may face language barriers that make it difficult for them to participate in the transition planning process.
- Parents may have to travel long distances to attend meetings: Parents who live in rural areas may have to travel long distances to attend transition planning meetings. This can be difficult and expensive, especially for families with multiple children.
What can schools do to support family involvement in secondary transition planning?
Schools can take a number of steps to support family involvement in secondary transition planning, including:
- Educating parents about the transition planning process: Schools can provide parents with information about the transition planning process and about their child's rights and responsibilities.
- Providing opportunities for parents to participate in the transition planning process: Schools can provide parents with opportunities to participate in meetings, to review their child's transition plan, and to provide input.
- Providing support services to families: Schools can provide families with support services such as transportation assistance, translation services, and childcare.
- Collaborating with other agencies and organizations: Schools can collaborate with other agencies and organizations to provide families with the support they need.
Conclusion
Secondary transition planning is an important process that can help students with disabilities achieve their goals and live successful lives. It is important for school personnel to support family involvement in the transition planning process. Parents can provide valuable support and guidance to their children as they prepare for life after high school.
Sample Answer
What is a secondary transition?
Secondary transition is the process of preparing students with disabilities for life after high school. This includes helping students develop the skills and knowledge they need to be successful in post-secondary education, employment, and independent living.