What Every Teacher Should Know About Transition and IDEA 2004 / Edition 1

What Every Teacher Should Know About Transition and IDEA 2004 / Edition 1

by Carol A. Kochhar-Bryant
     
 

ISBN-10: 0205496431

ISBN-13: 9780205496433

Pub. Date: 07/07/2006

Publisher: Allyn & Bacon, Inc.

Using side-by-side frameworks, it explains the connections between transition services and standards-based education, as well as the connections between IDEA 2004 and the No Child Left Behind Act.  The book provides an introduction to the new Summary of Performance (SOP) that is required by every school district for all youth with disabilities who have IEPs,

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Overview

Using side-by-side frameworks, it explains the connections between transition services and standards-based education, as well as the connections between IDEA 2004 and the No Child Left Behind Act.  The book provides an introduction to the new Summary of Performance (SOP) that is required by every school district for all youth with disabilities who have IEPs, and will present a first of its kind template for a nationally ratified SOP available to state and local educational agencies.

How transition services and post-secondary goals serve as a unifying framework for individualized education planning (IEPs).

This book is for all who work with special needs students in secondary schools and those preparing youth for transition to post-secondary education and employment, including special and general education teachers, school and guidance counselors, transition coordinators, administrators and many others. 

Product Details

ISBN-13:
9780205496433
Publisher:
Allyn & Bacon, Inc.
Publication date:
07/07/2006
Series:
What Every Teacher Should Know About... (WETSKA Series) Series
Edition description:
New Edition
Pages:
128
Product dimensions:
5.40(w) x 8.46(h) x 0.29(d)

Table of Contents

Chapter 1Transition Services for Youths: New Requirements in IDEA 2004 and NCLB1
What Is the Purpose of This Book?1
Chapter 2Why Is Transition Important for Youths and Who Benefits?3
Summary of Conditions for Youth3
Youth Participation in the Workforce after High School4
Preparing Youths for Postsecondary Education5
Youth Participation and Outcomes of Postsecondary Education5
Continuing Need for Individualized Transition Planning6
Who Benefits from Transition Services?6
Chapter 3Is Transition a New Idea?9
A Thumbnail History9
Defining Transition: An Evolving Idea11
Secondary Education Reforms and Transition16
Chapter 4What Changes in the Laws Affect Transition? IDEA 1997 and 2004, NCLB, and the Rehabilitation Act17
How Did IDEA Change from 1997 to 2004?17
How Does NCLB Support Transition?21
NCLB Supports Transition for At-Risk Populations22
How Does the Rehabilitation Act Support Transition?23
Chapter 5What Changes for Youth as They Move from Secondary to Postschool Environments?25
Post-High School Choices for Youths with Disabilities25
Self-Advocacy Skills Needed for Postsecondary Participation: It's Up to the Student27
Age of Majority: Transfer of Rights to the Student27
Laws Governing Secondary and Postsecondary College Settings Are Different: Section 50428
Chapter 6What Is Transition Under IDEA? A Comprehensive Planning Process31
What Does IDEA 2004 Require?31
IDEA 2004 Paradox: Backward Planning for Transition31
Transition Is a Comprehensive and Individualized Planning Process: Applying Universal Design33
Understanding a "Coordinated Set of Activities" under IDEA35
Determining Needed Transition Services: Use of Assessment in Transition36
Chapter 7How Does the IEP Team Help the Student Prepare for Transition?39
The IEP Team39
Role of the Student39
Role of the Parents and Family Members40
Role of the Local Educational Agency (LEA)41
What Professionals Collaborate in Transition Planning?41
Chapter 8How Is the Transition Plan Developed?45
Writing the Transition Component in the IEP: Phase 1, Ages 14-1545
Writing the Transition Component in the IEP: Phase 2, Age 16 and Beyond47
Writing Postschool Goal Statements48
Linking the Transition Goals and Objectives to the Educational Program (Course of Study)48
Case Illustrations for a Coordinated Set of Activities52
Chapter 9What Is the Role of Interagency Coordination in Transition?56
How Can the Student Get Help from Non-School Agencies in the Last Year of High School?57
How Is an Interagency Agreement Developed?59
Involving Agencies in the IEP Process61
What Is the Role of the Local Interagency Transition Planning Council?61
Getting Started in the Community63
Using Interagency Evaluation Information to Improve Transition Services63
Chapter 10How Can Transition and Standards-Based Education Be Blended?67
How Do NCLB and IDEA Differ in Principles and Policies?67
How Does Transition "Fit" with Standards-Based Education?70
Transition as a Unifying Framework71
Blending Multiple Standards73
Chapter 11What Is the New Summary of Performance under IDEA 2004?75
The Legal Mandate: Section 504 and the ADA75
Changes in Diagnostic Information Required of Secondary Schools75
Strengthening the Bridge: Why a Summary of Performance?76
Goal of the SOP77
Structure and Development of the SOP78
How Can the SOP Help the Student?78
What Information Is Included in the SOP?79
Linking the SOP with the IEP Process83
What Is the Timeline for Producing an SOP?84
The Summary of Performance Model Template84
Appendix 1IDEA 1997 and 2004: Comparison of Provisions Related to Transition85
Appendix 2The No Child Left Behind Act of 2001: Provisions Related to Transition91
Appendix 3ASummary of Performance Model Template95
Appendix 3BExample Summary of Performance100
References107
Index117

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