Career, Vocational, and Transition Planning Fall 2011 Drake University

 OSEP- The Office of Special Education and the U.S Department of Education are the federal agencies that provide leadership and funding to assist states and districts.

 Provided all children with disabilities the right to a free and appropriate education.  Have to get parent permission before testing  Have to have some evaluation process  Parent participation

 Started to develop school-to-work transition services for students.  Gave funding to demonstration programs and research projects dealing with transition into different adult situations.

 Individuals with Disabilities Education Act  New name for the Education for all Handicapped Children Act  Traumatic brain injury and autism added to disability list  Statement about transition must be added to the IEP at least by age of 16  Students need to be involved in planning  Need to express their interests and needs

 Transition must be addressed at age 14  Must be a focus of child’s course of study  Students cannot be excluded from general education curriculum or testing  General educators were included in the meeting

 Aligned with No Child Left Behind  Core must be the same for all students to make sure all standards are in line with NCLB  Highly qualified educator- Certified in Special Education and core subjects  Instruction and delivery of services are to be based on scientific research when possible

 Transition Services-  A. Must be result oriented  B. Is based on students’ needs, strengths, preferences, and interests  C. Includes instruction, related services, and development of employment  IEP requirements-  A. Measureable post-secondary goals  B. Course of study to reach those goals  C. Age of transition services to start was 16, but in some states 14

 Part of this Act  Data that must be gathered by the state that show that transition is being addressed in the IEP  This data must be submitted every year

 This indicator focuses on the actual outcomes of students after they get out of high school  Did the student do what they were going to do according to the IEP?  Other points  A. A statement of accommodations dealing with participation in district tests must be included in the IEP

 Is not an IEP  Enables people with disabilities to receive reasonable accommodations in school and sometimes in the workplace  Example of students who may receive a 504 plan: ADD, visual or hearing impairments, or physical disabilities