8. End of Chapter Questions

Discussion Questions

1. In what ways does Jake’s transition assessment align with effective transition practices? In what ways does it fall short?
2. Based on the information about Jake provided in the Prior Written Notice, what transition assessment processes or tools could have been valuable?
3. Other than Jake’s parents and teachers, what other individuals or agencies could have provided meaningful information to support the development of a student-centered transition plan?
4. What transition assessments, formal or informal, would be most appropriate for Jake? For Stella? Why?
5. How do the courses Stella took during high school align with her post-secondary goals? Are there any courses the team could have suggested which might have been beneficial for her to explore?
6. Based on the responses from Stella over the course of her transition plan, how were the plans written in ways which supported her goals and interests? How could the plans have been improved?
7. Are there any other individuals or agencies that could have provided meaningful information to support the development of a student-centered transition plan for Stella?
8. For each of Stella’s plans (8th, 10th, 12th), create a new goal or add objectives to make her transition plans more meaningful based on her interests and post-secondary goals for herself.

Family and Guardian Communication

1. Write a set of 5 – 8 interview questions that could be asked of a student’s family members to support transition planning.
2. What post-secondary resources might you provide to families when discussing transition planning? Consider employment, post-secondary education, trade options, military, etc.
3. Create an informational one-page document to share with parents/ guardians about the importance of student self-advocacy skills and its relationship to transition planning.

Collaboration

1. Work with classmates to research one outside transition agency and craft an email requesting additional information for either Jake or Stella’s specific needs. Be sure to check eligibility requirements for the agency you select. Afterwards, write an email to the parents and student explaining why you are requesting this information and how it might tie back to the transition plan.
2. Using one of the transition assessments from this chapter, work with a partner and role-play completing an assessment together as a student and teacher. The teacher should ask probing and clarification questions. Switch roles, using a new assessment. Once both partners have participated in both roles, write a goal for each “student” based on the assessment and interview results.

Instructor Notes

The following activities may be meaningful ways for students to interact with the case studies and introductory content from this chapter:

• Case Study transition IEP – Students use one of the case studies and the Virginia Department of Education’s Sample Transition IEP form found at Individualized Education Program (IEP) | Virginia Department of Education  to develop a Transition IEP.

• Transition IEP Reflection –  After writing a transition IEP, students answer the following reflection questions

• • • What are the strengths and weaknesses of your Transition IEP?
    • What are the strengths and challenges of the IEP process for transition-aged students?
    •  What other reflections do you have about Transition IEPs and the IEP process in general?
  • Explore Work-Based Learning Experiences – Search for examples of work-based learning experiences that are implemented in the middle- or high-school years for students with disabilities and write a description of the program. Program summaries should include information such as whether the program is school-based or community-based and paid or unpaid.  Describe skills that are (or could be) taught and practiced through this employment opportunity. Examples include the REACH program in Spotsylvania County – REACH | Spotsylvania County Public Schools
  • Explore Post-Secondary Educational Opportunities for Individuals with Developmental Disabilities – Identify and describe a specific example of a post-secondary educational opportunity available to students with developmental disabilities. Describe the program, academic and non-academic skills addressed, and how students are selected for the program. One example of this type of program is the Mason LIFE Program at George Mason University. Mason LIFE | Mason LIFE (gmu.edu)

• Explore Post-Secondary Educational Resources for Individuals with High-Incidence Disabilities – Select a two- or four-year college and identify the group or office that is responsible for coordinating the delivery of accommodations to students with disabilities. Describe the process that students must complete to qualify for services and the types of services that are available.