Behavior Management of Exceptional Children
BEHAVIOR MANAGEMENT OF EXCEPTIONAL CHILDREN: TRANSITION SERVICES
Transition Services is defined by the 1997 Amendments to the Individuals with Disabilities Act (IDEA) as a coordinated set of activities for a student, designated within an outcome-oriented process, which promotes movement from school to post-school activities including: post-secondary education, career training, adult services, independent living, community participation, and integrated employment (including supported employment.)
The coordinated set of activities shall be based upon the individual needs of each student, taking into consideration his/her preferences and interests. IEP goals and objectives are required for the following areas: * Instruction * Related Services * Community Experiences * Development of employment and other post-school adult living objectives * Daily living skills and functional vocational evaluation are required.
“The importance of the transition specialist, or career education specialist, in the types of projects cannot be underestimated. The relationships these staff members maintain with the participants are crucial to the structure and success of these services”(Bullis and Cheney, 1999).
Vocational Assessments Vocational Evaluation is a comprehensive process that systematically uses work activities, (either real or simulated), as the focal point for assessment of capabilities, vocational exploration and guidance. The purpose of vocational evaluation is to assist individuals in vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, cultural, and economic data into the assessment process to determine realistic vocational areas. Transition Planning
Transition planning begins at a very early age. It continues through each educational phase of the student 's life, culminating with adult living. A continuum of services focuses upon a student
Transition Services is defined by the 1997 Amendments to the Individuals with Disabilities Act (IDEA) as a coordinated set of activities for a student, designated within an outcome-oriented process, which promotes movement from school to post-school activities including: post-secondary education, career training, adult services, independent living, community participation, and integrated employment (including supported employment.)
The coordinated set of activities shall be based upon the individual needs of each student, taking into consideration his/her preferences and interests. IEP goals and objectives are required for the following areas: * Instruction * Related Services * Community Experiences * Development of employment and other post-school adult living objectives * Daily living skills and functional vocational evaluation are required.
“The importance of the transition specialist, or career education specialist, in the types of projects cannot be underestimated. The relationships these staff members maintain with the participants are crucial to the structure and success of these services”(Bullis and Cheney, 1999).
Vocational Assessments Vocational Evaluation is a comprehensive process that systematically uses work activities, (either real or simulated), as the focal point for assessment of capabilities, vocational exploration and guidance. The purpose of vocational evaluation is to assist individuals in vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, cultural, and economic data into the assessment process to determine realistic vocational areas. Transition Planning
Transition planning begins at a very early age. It continues through each educational phase of the student 's life, culminating with adult living. A continuum of services focuses upon a student
Bibliography: Bullis, M., & Cheney, D. (1999). Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders. Focus on Exceptional Children, 7, 1-24. Collet-Klingenberg, L. L., (1998). The Reality of Best Practices in Transition: A Case Study. Exceptional Children, 1, 67-78. Janiga, S., J. & Costenbader, V., (2002). The transition from High School to Postsecondary Education for students with Learning disabilities: A Survey of College Service Coordinators. Journal of Learning Disabilities, 5, 462-8, 479.