Transition Planning for Students with Special Needs

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Transition Planning for Students with Special Needs. The Early Years through to Adult Life,Crown copyright Province of Nova Scotia 2005. The contents of this publication may be reproduced in whole or in part provided. the intended use is for non commercial purposes and full acknowledgment is given. to the Nova Scotia Department of Education,Cataloguing in Publication Data. Main entry under title, Transition planning for students with special needs The Early years through. adult life Nova Scotia Department of Education Student Services Division. ISBN 0 88871 930 2, 1 Special needs students Nova Scotia 2 Special education Nova Scotia. I Nova Scotia Department of Education Student Services Division. 371 9043 dc22 2005,What is the purpose of this handbook 1.
How did this handbook come about 2, Components of the Individualized Transition Planning Process 3. Individualized Transition Planning Process Diagram 4. Individualized Planning Process Transition Planning 5. What is transition 5,What is a transition plan 6,Why is transition planning necessary 6. When does transition planning take place 7,Guiding Principles 10. Collaborative Consultation 11,Partners Roles and Responsibilities 12. The Individualized Transition Planning Process 13,The Individualized Transition Plan 14.
Strengths Needs and Aspirations 14,Outcomes Document Track and Monitor 15. Documenting Transition Outcomes 15,Tracking and Monitoring 15. Summary 16,Appendixes 17,Appendix A Policy 2 2 19,Appendix B Checklist 24. Appendix C Transition Planning Worksheet 25, Appendix D Sample Form 1 Individual Program Plan Transition 26. Appendix E Sample Form 2 Individual Program Plan Transition 29. Appendix F Collaborative Consultation Guiding Principles 30. Appendix G The Transition Planning Process,from School to Community 31.
Bibliography 32, TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE,What is the purpose of this handbook. The purpose of this document is to explore transition planning for students. with special needs It provides stakeholders with practical information and. guidelines to support systematic transition planning for students entering. moving through or leaving the school system It also recognizes that students. and families should be engaged in transition planning from the early years. through to adulthood Transition planning is a component of individualized. programming for students with special needs as recognized in Policy 2 7. Special Education Policy Manual 1996, TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE,How did this handbook come about. Transition Planning for Students with Special Needs The Early Years through to. Adult Life 2005 has been developed in response to Recommendation 13 of. the Report of the Special Education Implementation Review Committee June. 2001 The recommendation states Revise and expand the handbook. Transition Planning in Nova Scotia 1994 Transition procedures at school. entry and school leaving should be outlined This document replaces. Transition Planning in Nova Scotia 1994 The committee that contributed. to the early draft of this document consisted of, Dr Kevin MacNeil Cape Breton Victoria Regional School Board.
Dr Mary Jane Harkins Tri County District School Board. Nancy Taylor Department of Community Services,Jamie Fillion Nova Scotia Community College. Helena Yeo Atlantic Provinces Special Education Authority APSEA. Margie Beck Chignecto Central Regional School Board. Jean Lusque Progress Centre,Daphne Tallon Department of Education. Barry Imber Atlantic Provinces Special Education Authority. Committee Chair, Staff Student Services Division Department of Education. TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE,Components of the Individualized. Transition Planning Process, The transition planning process has four essential components policy and.
guiding principles collaborative consultation the individualized transition. planning process and the development and implementation of an. individualized transition plan It is based on policy and guiding principles. embedded in the Special Education Policy Manual 1996 Transition. planning is a required component of individualized program planning. see Special Education Policy Manual Policy 2 7 The process is also essential. to effective programming for students with special needs who do not have. IPPs Transition planning uses a collaborative consultative approach to ensure. the participation of all stakeholders See Appendix F Through this process. an individualized transition plan emerges The components of the. individualized transition planning process are shown in the diagram on. the next page, TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE,Individualized Transition Planning Process. Individualized,transition plan,Transition,Collaborative. consultation,Policy and guiding principles, Figure 1 Individualized Transition Planning Process. TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE,Individualized Planning Process.
Transition Planning,What is transition, Transition is the passage from one stage to another and is a lifelong process. Transition occurs when a student moves from home to school from grade. to grade from school to school from community to school or from school. to community Transition planning takes into consideration all major aspects. of each student s life experiences and assists in determining appropriate. educational resources and programming The crossover from youth to. adulthood carries expectations of independent living employment and. recreational pursuits Transition planning is essential if students are to be. empowered to improve the quality of their independent lives. Although transition planning occurs for all students during their years in. school it is essential that individualized and collaborative transition plans. be developed for those students requiring additional supports to achieve their. potential Transition planning for students with special needs is a process. that involves the co operation collaboration and participation of students. parent s guardian s educators and other professionals to ensure that an. individualized transition plan is developed to support the student through. key transition stages It is an ongoing process from the early years to adult. life Depending on the needs of the student a variety of agencies and. individuals collaborate and take responsibility for the development and. implementation of the individualized transition plan This systematic formal. transition planning is necessary at key transition stages for any student for. whom an individualized program plan IPP has been developed as well as. for those students who do not have an IPP but whose special needs related to. transitioning must be addressed, TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE,What is a transition plan. A transition plan is a written document that reflects outcomes developed. collaboratively in response to the specific strengths and needs of the student. in relation to a transition phase in the student s life Transition planning. assists in ensuring successful entry into school supports students to remain. in school and at the end of their public schooling ensures that a plan is in. place for taking the next step in their lives The needs cover a wide range. of programming and services such as supporting students entry to public. school post high school options housing leisure independent living and. in school transitioning A transition plan is incorporated into the student s. individualized program plan IPP The responsibility for the development. of an individualized transition plan is shared among all members of the. student s program planning team If a student does not have an. individualized program plan the transition plan will be developed as per. Policy 2 2 of the Special Education Policy Manual 1996 Appendix A. See Appendixes D and E for sample forms,Why is transition planning necessary. Governments federal provincial and territorial continue to identify the. inequality of opportunities for young people with disabilities entering the. workforce to maintain employment and to receive equitable treatment In. Future Directions to Address Disability Issues for the Government of Canada. Working Together for Full Citizenship 1999 it is acknowledged that Young. people with disabilities face high unemployment rates and are more often. forced to work part time and for lower pay than other young Canadians. The result is that there is a concentration of persons with disabilities at the. bottom of the income scale More than half of persons living with disabilities. have an individual income of less than 15 000 a year This income disparity. marginalizes this group and adds yet another challenge to individuals who are. overcoming barriers to participate in the labour force. A shift towards greater co operation among all levels of government and. agencies to address ability disability issues is reflected in the federal. provincial territorial report entitled In Unison A Canadian Approach to. Disability Issues 1998 Integrated policies and enhanced delivery of services. will result as departments and agencies continue to collaborate. TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE,When does transition planning take place.
Transition planning can occur at many points across the school years. Key transition points include home to school grade to grade school to. school and school to community To facilitate effective transition planning. there are issues that should be considered at each of these transition points. Home to School Transition, Transition planning from home to school should consider but not be. limited to, inviting and supporting parents to become active participants in the. program planning process, encouraging parents to share information about preschool programming. and services, beginning prior to school attendance to plan for individualized. programming and services this should be considered six to eight months. before the first day of school, incorporating appropriate components of any existing Individualized.
Family Service Plan IFSP in the IPP, supporting students to become comfortable with their new school the. school routine and their teachers,Grade to Grade Transition. Transition planning from grade to grade should consider but not be. limited to, reviewing individual assessment and programming information and. support needs with new teachers, checking documentation in the cumulative file for current relevance in. support of the transition, supporting students to become comfortable with new surroundings and.
new staff by arranging orientation, addressing student and parent concerns about the impending change. TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE,School to School Transition. Transition planning from school to school should consider but not be. limited to, identifying programming and support services that the student will need. in the new environment and arranging to meet with staff to discuss. exploring career interests and focussing on the establishment of a career. portfolio particularly as the student moves to junior high and then on to. senior high, supporting students to be knowledgeable about and able to explain their. strengths and needs self advocacy, supporting students in the selection of credits relative to strengths needs.
graduation requirements and their post high school options and plans. involving students themselves when appropriate in the transition process. School to Community Transition, Transition from school to community should consider but not be limited to. initiating planning as early as possible age 14 or younger when appropriate. identifying with the student and his her family desired post school goals. and aspirations education employment housing transportation. recreation etc, identifying community or adult services that may assist the student in. achieving his her post school goals community resource mapping. identifying arranging for and co ordinating eligibility for post high. school disability support programs and services e g Labour Market. Agreement for Persons with Disabilities LMAPWD formerly known as. Employability Assistance for Persons with Disabilities EAPD. co ordinating any assessment that may need to be conducted to meet. eligibility criteria for post high school disability support programs and. developing transition outcomes based on what the student wants to do. how he she wants to live and how he she wants to take part in the. providing where possible school programming and services that will give. the student opportunities to try out various roles and future life options. TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS. THE EARLY YEARS THROUGH TO ADULT LIFE, Community based education assists students in making informed decisions. about their education and career plans and in acquiring relevant knowledge. and skills required in today s society Public School Programs pages B 21 22. Transition Planning for Students with Special Needs The Early Years through to Adult Life 2005 has been developed in response to Recommendation 13 of the Report of the Special Education Implementation Review Committee June 2001 The recommendation states Revise and expand the handbook Transition Planning in Nova Scotia 1994 Transition procedures at school entry and school leaving

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