Transition Planning and Services: What Does It Look Like?

1. Transition Planning and Services: What Does It Look Like? Fall 2009 ESE 426

2. Quality of Life • How do the authors describe “quality of life,” and how does this relate to transition planning?

3. Four Dimensions • How do the authors describe (1) individualized planning, (2) family and support networks, (3) community outcomes, and (4) inter-agency collaboration?

4. Self-Determination • How do each of the above four aspects of transition planning relate to self-determination?

5. Self-Advocacy v. Self-Determination • What are the similarities and differences between self-advocacy and self-determination? • The authors suggest that self-determination is much more than simply involving students in the IEP process. Please explain why this is, and how it might be achieved.

6. Skills of Self-Determination • What are the key skills that students should have as “self-determined” young adults? (Hint: the authors suggest this as part of a curriculum)

7. Teaching Self-Determination • Be prepared to present one idea of how these skills might be introduced into a lesson that is focused on an academic content (e.g. math, English, social studies, science, etc.), not a lesson directly focused on the skill.

8. Person-Centered Planning What are the key dimensions of “person-centered planning?” Consider how these elements should be part of your transition planning process.

9. Family Participation • What are common barriers to family involvement in the transition planning process? What are key approaches to breaking down these barriers?

10. Inter-Agency Involvement • Consider the importance of inter-agency collaboration on the transition planning process. Begin to think about what outside agencies would likely be helpful in transition planning for Amalia.