A Collaborative Approach to Transition Planning for Students with Disabilities Evidence-Based Instruction in Special Education | 1 Edition

Details about A Collaborative Approach to Transition Planning for Students with Disabilities Evidence-Based Instruction in Special Education:

A Collaborative Approach to Transition Planning for Students with Disabilities is designed to inform aspiring special education teachers, special education teams, transition planning specialists and school administrators about the complex process of transition planning and to meet the transition requirements of special education legislation. The framework the author outlines is specially designed to advance students’ involvement and participation in their lives, not only in the presence of the most severe sensory and intellectual disabilities, but also in the case of multiple disabilities. Unique scenarios not typically seen in other textbooks, such as IEP team disagreements, students with terminal illnesses, students with ill or overworked parents or students living in poverty are also explored. The text also includes: Descriptions of research-based practices to maximize students’ self-determination, autonomy, goal setting and ability to have successful life experiences; Opportunities to integrate knowledge with practice by providing strategies that relate to the real-life difficulties students and transition planning specialists may encounter; Easy-to-replicate communication tools, such as letters to students and parents, as examples to enhance collaboration; and methods for teachers to effectively promote and increase student involvement and collaboration by using structured and interactive interviews.