Transition Services for Special Education Students Essay Example

promote transition services, as well as the accessibility of state resources.

federal and local finances have been invested in their development (Shapiro & Rich, 1999, p. 51), along with numerous scientific and empirical studies on effective transition practices (Kohler & Field, 2003).

On page 174, the purpose of this survey is to investigate how life-span passage services can ensure the smooth integration of students with specific needs into the community and equip them with the necessary skills for successful career development. In order to achieve this goal, we will evaluate existing approaches to passage services.

The text discusses the advantages and defects of discourse. It also analyzes the constituents that make passage plans successful and makes decisions on how to improve these plans.

Definition of Transition Services

Transition services were defined by the law as:

A coordinated set of activities for a student, designed with an outcome-oriented process that promotes movement from school to post-school activities.

including post-secondary instruction, vocational preparation, integrated employment (including supported employment), ongoing and lifelong education, and adult services.

Independent life or community engagement are activities that are coordinated based on the individual student's preferences and interests, and they include management.

Community experiences, employment development, and other post-school goals for adult population are focused on the acquisition of daily life skills and functional vocational evaluation (P).

(L. 101-476. pp. 1103-1104).

According to statutory law, passage services are required to focus on the key areas of public performance, which are usually work or education.

Independent populating involves various activities such as day-to-day life and community engagement, including community mobility and transit. It also includes access to community services and activities, as well as diversion and leisure opportunities. Additionally, independent populating contributes to socialization and

building relationships.

This definition implies that passage services should involve a variety of school and community staff. It also assumes that they need to include the parents of the children and the children themselves (Shapiro & Rich, 1999, p.).

132). Moreover, the definition states that a passage plan is a result-driven, carefully planned, and systematic process that should be implemented well in advance before the student graduates from school (Levinson,).

1998. p. 2) to achieve its goals.

Legislative Background of Transition Services

Transition services gained widespread implementation due to the support from federal legislation and the availability of state, federal, and local funds specifically designated for their development.

In the 1970s, transportation services for individuals with disabilities in the United States were directly impacted by several Acts passed by Congress. One significant law was the Education for All Handicapped Children Act of 1975 (EHA), also referred to as Public Law 94-142. This legislation ensured that disabled children and youth had access to special education and related services within the public education system (Levinson).

According to The Rehabilitation Act (1998, p. 27), the act is .

The text discusses Public Law 99-506, which was first introduced in 1973 and revised in 1986. This law guarantees individuals with disabilities access to different services. The purpose of these services is to empower them, enable their participation in home, school, and work environments, facilitate interaction with non-disabled individuals, and facilitate the performance of everyday tasks that are often taken for granted by those without disabilities (Repetto, 1995).

The EHA, along with its subsequent amendments including the IDEA of 1990 and 1997, guarantees access services to ensure that all children with disabilities receive free and appropriate education (Benz).

Lindstrom

& A ; Yovanoff (2000, p. 509) state that an appropriate instruction is when children with disabilities receive the maximum possible support.

The achievements, cognition, and behaviors that will ultimately help them function successfully as adults are the main focus of the text. After the initial transition of the EHA, several significant benefits were realized:

1. Formal mechanisms were established to identify and integrate disabled children into the public education process.
2. Parents and advocates were recognized as essential members of the educational team and were given legal rights related to their child's education.
3. All identified children were provided with Individualized Education Programs (IEPs) developed by an educational team that included the student's parents or advocates (Shapiro & Rich, 1999, p. 131).

The 1997 amendments to IDEA continued to emphasize the use of transition services to facilitate the success of students with disabilities in their educational and school-to-career plans. These legislative acts have improved children's access to transition services (Levinson, 1998, p.

In addition, provinces have established resource centres and information systems for consumers of passage services through the Tech Act (Public Law 100-407). The main objectives of this legislation include promoting interagency cooperation.

Johnson et al. (2002, p. 520) state that the goal is to enhance accessibility and provide efficient support systems for people with disabilities across their lifespan, aiming to improve transition services.

The Objective of Transition Services: Providing Life-Span Assistance to Empower Students

Such strong legislation on transition services has facilitated their widespread implementation across the country, ensuring successful delivery and ongoing improvement of these services. The definition of transition services emphasizes the need for an outcome-oriented approach that

encompasses future vocational plans, residential options, and support resources.

According to Nuehring ; Sitlington (2003, p. 23), the use of inclusive planning and collaboration is crucial for creating successful transition programs and community resources. Several studies have explored the practical applications of this approach.

In particular, Wehman ; Revell (1997) discovered that transition for students with disabilities consists of three crucial elements: (1) a suitable school program, (2) formalized plans involving parents and various community agencies responsible for providing services, and (3) multiple high-quality options for paid employment and significant post-school education and community involvement (p.

67). The cooperation of these components aids in the smooth transition of young children with disabilities from preschool to kindergarten and eventually into a school setting. It also assists young adults in progressing from one grade level to the next in secondary school and prepares them for activities after school. Therefore, these elements are essential in ensuring seamless transitions for individuals with disabilities.

Donald Super refers to the specific requirements for children between the ages of 12 and 18 to receive a certain type of transition services as "life-span and life-space transition" (Szymanski, 1994) in his theory of career development (Spencer 2001, p. 893).

According to Turner ; Szymanski (1990, p. 402), numerous scholars concur that early childhood influences play a crucial role in shaping future professional behavior.

According to IDEA 1997, the local instruction bureau must assess passage activities and sites for students with disabilities before they turn 14. However, services may be provided earlier if deemed appropriate by the IEP team (Daugherty).

According to the reference (2001, p. 45), households and pedagogues should take into account the abilities of the child.

Engaging in community-based activities

and receiving specialized instruction at home or in kindergarten is crucial for children during the pre-school and elementary school years. These experiences help develop their skills and cultivate interests that can have a lasting impact on their lives (Levinson, 1998).

According to Szymanski (1994), research suggests that engaging children in particular tasks from a young age can improve and enhance their self-concept, competency, and social skills.

According to Scott ; Baldwin (2005, p. 173), it is crucial for professionals and families to recognize that families have a significant role in early years transition planning. This emphasizes the importance of acknowledging the involvement of families in this process (p. 403).

The bookmans proposed a set of guidelines for this type of planning: passage should be considered in the context of community involvement and engagement; passage should be focused on families and individuals; households should be educated and empowered to participate in the development of inclusive services and supports; passage should be integrated into primary and secondary curriculum reform; the process of creating the Individualized Transition Plan (ITP) should not distract families; to achieve the best outcome for their children, families should provide basic support to each other (Levinson, 1998, p.).

3). The basic academic skills of reading, writing, and math are typically focused on at the elementary school level, but some aspects of these skills are being taught as early as preschool years (Repetto, 1995).

p. 125) When organizing direction, educators teach accomplishments in decent sequence.

It is important to introduce the following accomplishment only when command of one accomplishment is attained, especially with skills that depend on each other (Levinson, 1998, p. 91). Indeed.

It might be difficult for families to focus

on the demands of transitioning to post-school life when their child is still in kindergarten. In these cases, professionals should be careful not to overwhelm families with transition planning. Instead, they should explain the significance of developing skills and interests in both mental and physical activities while the child is young. This will help maximize their participation in various activities offered by schools and the community, both now and in the future. Providing such explanations is just one of the benefits professionals can offer.

According to Scott ; Baldwin (2005, p. 174), it is important to prevent secondary disabilities and aid children in developing social skills early on. Research has shown that planning for transition to family and community-based programs should start as early as possible.

The key to effective planning is acknowledging the child's abilities and considering the involvement of both the child and their family in education, while also incorporating their cultural beliefs and values. It is important to note that this preschool or elementary school program should be adaptable, as the child's abilities may change over time and so may their family's resources and commitments (Benz, Lindstrom, & Yovanoff).

According to the book (2000. p. 512), both general instruction and particular instruction instructors are well positioned to encourage parents of preschool and elementary school children to facilitate passage planning.

Research has shown that children who engage in passage plans from a young age are more likely to grow up into socially active, intelligent, competent, and healthy adults (Carter et al., 2003, p. 450).

Traversing the transition from kindergarten and elementary school to secondary school poses fresh obstacles for students with special needs. Experts have pinpointed essential tactics

that can aid these students in achieving success not only in high school but also in the years beyond. These tactics encompass:

1. Administering personalized tutoring and assistance to fulfill homework assignments, attend classes, and maintain focus on academics.
2. Promoting engagement in vocational education courses during the last two years of high school, particularly those that provide instruction tailored to future careers.

Engagement in paid work experience in the community during the last 2 years of high school; competency in functional academic and transition skills; engagement in a transition planning process that promotes self-government; direct aid to understand and connect with resources related to post-school goals; graduation from high school. (Benz et al.)

. 2004. p. 39). Such a comprehensive list of factors clearly indicates that academic performance has significantly increased due to recent standards-based secondary school reform.

In order to meet the challenge, instructors have strived to ensure that the specific needs of students are included in general reform efforts (Benz, Lindstrom, & Yovanoff, 2000, p. 511). They have developed innovative methods to facilitate the learning process.

When a student struggles to learn necessary skills and also has difficulty applying that learning to different situations or environments, they are provided with education in the actual environments they will be using. This approach allows for explicit instruction that directly addresses the real-life demands of a specific environment and removes the need for the student to transfer skills. (Spencer 2001, p.)

884). It is essential to emphasize an environmental curriculum for secondary school students to be prepared for various aspects of life, including domestic, school, community, and leisure

activities.

Efficient passage patterns require continuous evaluation of the extent and quality of performance in various spheres, including academic and vocational (Turner; A; Szymanski, 1990, p.).

Modern scientific discipline in the domain of particular instruction has developed various methodological analyses that enable secondary school students with disabilities to achieve high academic performance. These include direct instruction, meta-cognitive reading comprehension strategies, peer-mediated instruction and interventions, and social skills training (Conderman; Katsiyannis).

According to Daugherty (2001, p. 169), one important aspect of secondary school transition services is the inclusion of students with disabilities in the general curriculum. Federal laws state that all children with disabilities should be educated in regular classrooms to the greatest extent possible or appropriate.

p. 48). The inclusion of students with disabilities in regular educational activities and environments is believed to enhance student performance, provide rich learning opportunities, and offer age-appropriate role modeling.

The objective is to enhance awareness among all students about different learning styles and abilities, and to provide opportunities for crucial social connections during the crucial adolescent stage (Scott; A; Baldwin, 2005, p. 175). Age-appropriate placement does not imply that students with disabilities are only placed in regular classes or community work sites.

Appropriate support services and resources must be provided to ensure the student's full inclusion and maximum engagement in the environment. IDEA acknowledges that for a student to successfully transition from school to adult life, they need opportunities to learn and practice skills in various relevant school and non-school learning environments. These environments may also encompass the classroom.

The school lunchroom is a place where public transit coaches are used as work sites.

Community diversion installation and a variety of other relevant scenes (Daugherty,

2001, p. 49).

However, there is a risk that content direction may impede inclusive learning. When students with specific needs are included in regular classes, they often require additional support from special education teachers. This assistance is necessary for tasks such as organizing and assigning classwork, reviewing course materials, and preparing for exams - which are sometimes administered by these teachers.

The pressure on teachers to ensure academic success for their students may have negative consequences. Simply passing classes does not always indicate the quality of a student's knowledge and skills (Conderman; Katsiyannis, 2002, p. 170). The general education curriculum includes academic elements, but it is not the sole measure of a student's abilities.

g. . math. scientific discipline) and nonacademic (e. g. .

Student performance is primarily assessed in academic domains such as calling instruction, humanistic disciplines, and citizenship. As a result, their performance is evaluated mainly by faculty members.

It is not uncommon for both the general curriculum and passage ends to receive limited or no attention. There may also be a reduction in the curriculum and focus on content assessed in state or local tests. This can limit program options for students due to increased efforts to focus on areas of weakness identified by testing. Measures should be taken to ensure that students with disabilities continue on a comprehensive "curriculum" track.

Learning outlooks are guiding the direction of general instruction for pupils. IEP squads have the responsibility of ensuring that high expectations are upheld and that pupils receive opportunities to develop skills through various curriculum options, such as vocational education, service learning, community work experience, and adult life skills (Repetto; A; Correa).

According to (1996, p. 553), the current

task is to merge the demands of IDEA, which require access to the general education curriculum, with the provisions for transition services. It is crucial to view these requirements as integrated and supportive in helping students achieve a wide range of school and post-school goals and outcomes. Strategies for fulfilling this aim involve fostering high expectations for student achievement and learning.

Ensuring appropriate usage of appraisal and instructional adjustments, as well as guaranteeing that students have access to the full range of secondary education curriculum and programs (Benz et al., 2004, p. 41).

Another important issue, especially for students with mild disabilities, is the availability of ongoing instruction in basic skills that are part of the middle school and high school curriculum. These skills should be taught in the context of real-life applications (Spencer 2001, p. 881).

In basic schooling, students learn arithmetic operations like addition and subtraction using worksheets and other materials. However, they rarely have the opportunity to apply these skills in practical situations such as balancing a checkbook or verifying correct change during a purchase. Furthermore,

In simple schools, there is a limited opportunity to apply academic skills to practical tasks related to work or vocational activities. However, in order for students to transition successfully from high school to college, work, or community life, they must have fundamental reading skills.

According to Conderman and Katsiyannis (2002, p. 172), it is important for both middle school and high school students to have ongoing opportunities to practice basic skills in real-life situations.

After graduating from school, students with disabilities are still eligible for transition services. At this stage, the individual student determines which areas to prioritize. For example,

a student with learning disabilities planning to enter college may not require extensive vocational and occupational training in high school, but may need to focus on developing academic skills necessary for admission to and success in college.

When transitioning from high school to college, it is important to focus on academic and personal achievements that would contribute to a successful accommodation. However, for students with severe cognitive and physical disabilities, the emphasis should be on developing vocational and occupational skills as well as basic life skills that promote independent living (Repetto, 1996, p.).

The design of the vocational curriculum is influenced by various factors, including local conditions such as urban or rural territory, as well as the unique characteristics of the local economy and labor market.

The employment rate, personal traits of the pupil, and type of disability all affect the accessibility of passage services. The vocational course should be designed to prepare disabled pupils for jobs that are in demand in the local labor market.

According to Levinson (1998, p. 88), students do not leave their communities in search of employment due to regulations.

When considering post-secondary transition services for college-bound students, it is important to pay attention to the differences in requirements between high school and college, such as time spent in class, class size, and study time.

The transition from high school to college presents additional challenges for students with disabilities, including proving attacks, rating methods, learning schemes, and freedom and independency. It is important to discuss these differences and assess students' patterns in order to support their survival and adaptation.

When considering their post-secondary options, students should evaluate the amount and type of support services for learning disabilities

that they will need in order to succeed (Shapiro, A., & Rich, 1999, p.).

171). Post-secondary educational institutions often have plans in place to assist students with special needs in navigating the new challenges they may face. These institutions typically have an Office for Students with Disabilities, which employs counselors and coaches and offers a variety of services for all disabled students. For example, structural modifications like ramps and elevators are available to accommodate students with physical disabilities. Additionally, large-print and Braille textbooks are provided for students with visual impairments.

Students who have hearing impairments can receive prepared lecture notes (Levinson. 1998. p. 152). Additionally,

There are various services available to cater to the specific needs of students, such as alterations in test-taking processes, tutoring, and academic and personal guidance. These services make post-secondary educational settings a suitable choice for students with disabilities who aspire to receive advanced formal education (Benz, Lindstrom, & Yovanoff).

According to Benz, Lindstrom, and Yovanoff (2000, p. 513), there are various methods that can be utilized to provide individuals with additional post-secondary preparation, allowing them to acquire the skills and certifications required for entry into their desired field.

According to (2000, p. 510), most school districts offer vocational training programs and work experience opportunities.

Individuals with disabilities have various options to receive additional training after completing high school, including apprenticeship programs, the military, trade and technical schools, community colleges and junior colleges, as well as four-year colleges and universities.

Johnson et al. (2002, p. 522) state that all of the plans offered may be suitable for post-secondary options for students with disabilities.

In its description of post-school activities, the statute law generally encompasses post-secondary instruction, vocational preparation, and

integrated employment (including supported employment).

Continuing and extensive education, adult services, living independently, and community engagement.

Clearly, the passage is intended to address not only employment needs but also future needs within the broader context of life within the community (Repetto, 1995, p.).

130). Persons with disabilities should be placed in the least restrictive environment and in settings that support the standardization process to the maximum extent possible. When providing transition services from high school to the workforce, transition professionals should ensure that a wide range of placement options are available for the individuals they work with.

Due to the unrealistic and faulty expectations and perceptions of individuals with disabilities, it often becomes necessary for passage forces to connect them with employers, neighbors, or admission forces. They also conduct public relations campaigns on behalf of their clients.

According to Johnson et al. (2002), in order to overcome the public opposition that often occurs when placing individuals with disabilities in work, home, or school environments, agencies need to educate the public about disability issues.

p. 520 ) . Both scholars and educators acknowledge the significance of acquiring particular career development skills for a student’s achievement in the job market. This includes learning how to search for job openings, write a resume, and prepare for an interview.

It is important to comprehend the connection between employers and employees, as well as be aware of the rights of workers. Addressing work ethics is also crucial in successful transition plans.

The importance of work habits and motivation cannot be underestimated. In particular, students with disabilities would greatly benefit from learning about employers' expectations in terms of work habits. For instance, they should understand the significance of taking

responsibility for notifying their absence if they cannot come to work.

Many students often lack the necessary work habits and values, while students with disabilities are often overly protected and not encouraged to take responsibility for their own actions. However, responsibility is crucial for obtaining and retaining employment (Nuehring; A; Sitlington, 2003, p.).

28)

Decision

The survey revealed that the process of transition is a part of the broader process of career development. In addition, transition is not only about social acceptance of individuals with disabilities, but also about the acceptance of all citizens. Our communities and society will thrive when all individuals, including those with disabilities, are valued and considered contributing members. The challenge for transition professionals is to empower individuals and their families through appropriate transition services, while working in a respectful partnership with people with disabilities as community accelerators. The survey also showed that transition-focused education represents a shift from disability-focused programs to an approach based on abilities, options, and self-governance. This approach addresses quality-of-life issues, lifespan considerations, and suggests seamless transition approaches that are outcome-oriented, community-based, student-centered, and family-centered. However, it was also evident from the survey that there is no one-size-fits-all transition planning strategy that can effectively prepare all individuals with disabilities for successful adult roles, as each individual has unique needs.Through the establishment of effective transition services tailored to individual student needs, society can empower students with information and opportunities to build their futures. It is essential for society to make every effort to ensure that students with disabilities have full access to and benefit from the general education curriculum, so that they are prepared to successfully participate

in post-secondary education, meaningful employment, independent living in communities, and lifelong learning opportunities.

References:
1. Benz, M.R., Lindstrom, L., & Yovanoff, P. (2000). Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives. Exceptional Children, 66, 509-516.
2. Benz, M.R., Lindstrom, L., Unruh, D., & Waintrup, M. (2004). Sustaining Secondary Transition Programs in Local Schools. Remedial and Special Education, 25, 39-44.
3. Carter, E.W., & Wehby, J.H. (2003). Job Performance of Transition-Age Youth with Emotional and Behavioral Disorders. Exceptional Children, 69, 449-458.
4. Conderman, G., & Katsiyannis, A. (2002). Instructional Issues and Practices in Secondary Special Education. Remedial and Special Education, 23, 169-176.
5. Daugherty, R.F. (2001). Particular Education: A Summary of Legal Requirements, Footings, and Tendencies. Westport, Connecticut: Bergin & Garvey.