ATTENTION!! YOU WILL NOT BE ABLE TO FULLY COMPLETE EACH MODULE DUE TO A PROBLEM WITH THE SATISFACTION SURVEY. WE HOPE TO HAVE IT RESOLVED SOON.
Although transition services have been addressed in the Individuals with Disabilities Act (IDEA) since 1990, studies indicate that many school districts have yet to meet all of the IDEA requirements for transition services. In addition, many professionals are still confused about the transition planning process and the IDEA transition requirements.
There is a growing need for current information about developing and conducting successful transition planning that is based upon a student’s strengths, preferences, interests, and needs. This information must include strategies for assisting students and their families to connect with transition services providers within and outside of the school system.
The purpose of this module is to provide you with a general working knowledge of the transition requirements of IDEA. In addition, you will obtain information that will help you understand the spirit and intent of IDEA. This goes beyond what is required by law and includes effective practices for transition planning and services for students with disabilities.
By the end of this online training, you will be able to:
Session 1: Transition and IDEA
- Understand the primary reasons transition is included in IDEA
- Identify the key concepts of transition: results-oriented, student-centered, and coordinated effort
- Apply the concepts of results-oriented, student-centered, and coordinated effort to a case study
Session 2: Transition Planning and the IEP
- Identify and understand the major components of the IEP specific to transition
- Monitor IEP components for Federal and State compliance according to the Indicator 13 checklist
- Apply concepts to case studies and your students
Session 3: The Planning Process
- Describe the comprehensive transition planning process
- Identify and complete the critical components of a comprehensive IEP using a case study.
- Given the necessary steps that need to be completed before, during, and after the IEP meeting, identify which ones you need to improve