ESE633 ESE/633 ESE 633 Week 4 Discussion 1/DQ 1 Creating an Independent Future -[LATEST]

ESE633 ESE/633 ESE 633 Week 4 Discussion 1/DQ 1
Creating an Independent Future -[LATEST]
Download here
ESE633 ESE/633 ESE 633 Week 4 Discussion 1/DQ 1 Creating an Independent Future -[LATEST] Creating an
Independent Future- This discussion is your opportunity to demonstrate your understanding of the objective justify the
collaborative role of transition team members who actively participate in transition meetings. The discussion represents
your mastery of the Course Learning Outcome 5 and the MAED Program Learning Outcome 8. Federal guidelines
require children who have an Individual Education Plan (IEP) to have a Transition Plan for post-graduation beginning
after their 16th birthday and, in some cases, as early as after their 14th birthday. This meeting is separate from the IEP
meeting and focuses on the student?s interests, independence, and self-determination (Wright & Darr-Wright, 2013).
The purpose of the Transition Plan meeting is for all stakeholders in the student?s education to help plan an
independent future for the student. According to IDEA 2004, Transition Services refers to: a. is designed to be 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; 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. (As cited in Wright & Darr-Wright, 2013, para 1). As noted above, IDEA
has outline what is required, but parents oftentimes find the transition meeting overwhelming and intimidating with so
many team member experts involved in the transition process and with unclear terms and ?jargon? (Bangser, 2008).
Initial Post: Imagine you are a parent of a child with a disability who is preparing for a transition meeting. Read the
resource IDEA 2004 Close Up: Transition Planning (Cortiella, 2007). In your post, write a question for three different
transition team members (3 questions total) about topics that may not have been addressed or that need additional
follow-up answers. Additionally, provide an answer to your questions with at least one scholarly resource that supports
your chosen answer. Guided Response: Post replies to at least two peers before the close date of this discussion. In
your replies, consider asking questions of peers about their responses to encourage further conversation. . Respond as
if they were parents of a student where you were the special education teacher transition team member. Read the
questions that have been asked and answered; taking on the special educator team member role was the
answer clearly written for a parent? Add to each answer, keeping a focus on IDEA, providing a more detailed response
with additional helpful parent resources. Be sure to explain why you have chosen those particular resources and how
parents will find them helpful. Again, though two replies is the basic expectation, for deeper engagement and learning,
you are encouraged to provide responses to any comments or questions others have given to you (including the
instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to
demonstrate your content expertise, critical thinking, and real world experiences with this topic.
Page 1/{nb}