When does the student plan to graduate? (IDEA allows enrollment through age 22). In four years when she is 20 years old.
| What are the student’s interests and preferences? (Include how this information was obtained) |
| Savannah shows great interest in writing. This interest is seen from the way she struggles to improve her writing using the computer. The thing that further reaffirms this liking for writing is her future plans of majoring in journalism, something that involves writing too. Savannah would also like to socialize but is held back by her physical shortcomings. This is seen by the great potential she shows in her self-contained classroom. |
| What are the student’s anticipated post-school plans? (Independent living, college, job, etc.) |
| Savannah anticipates to graduate from high school and continue with her education to pursue a course in Journalism. She has expressed interest in attending a local community college or state university to achieve this dream. Her objective after that is to get a job and live independently on her own. |
| What transition services will be needed during high school? (Academic, social skills, therapies, etc.) |
| The first services that will be required to successfully transition Savannah are to assist in self-care and motor skills. This will require a paraprofessional to assist with toileting and a physical and occupational therapist to help her transition from the wheel chair to the regular desk chair. The second services will be on academics where she will need assistive technology (the computer) to assist her in writing. She will also be assisted in developing fine motor skills to further improve her writing (Stiller, Marcoux and Olson, 2003). Lastly, to address the desire of Savannah to socialize, social and emotional development services to improve her self-confidence and help her interact and get more friends. |
| What types of supplementary aides and services will be needed during high school to support the transition? (assistive technology, paraprofessional, specialized training for teachers) |
| The supplementary aides that will be required include the computer that will be used to assist Savannah in writing since she hasn’t developed effective fine motor skills. She will also need the services of a paraprofessional to help her develop independence in simple tasks such as moving from her wheelchair to her regular desk chair. Another supplementary aide will be in the teaching since Savannah will need specialized attention to improve her writing in readiness for life after high school. |
| What specific courses will be needed to support the transition? |
| To help in the transition process, two primary courses will be required. The first is the writing course which includes computer aided writing to help Savannah develop her interests fully. The second will be a social and emotional learning course that might even help fasten the self-care process. A higher self-esteem might increase the drive to achieve more. |
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Reflection
The individuals with Disability Act requires that systems be put in place to allow successful transition of students under the individualized education program into their post-high school endeavors. This act suggests that concrete actions be included in these systems to further bolster the transition goals. This transition plan takes into account these two aspects by focusing on the student’s objectives and abilities and then putting in appropriate action to bridge the gap and connect the two.
For Savannah’s case, there are specific needs that to be addressed before she will be able to achieve her objectives in the future. At the onset, she grapples with her writing and self-care. Notable too, is the fact that she aspires to further her education, hopefully work as a journalist, and eventually live on her own. This transition plan gives clear guidelines on how these shortcomings can be addressed. The solutions include improving motor skills, self-care training and assisted learning by use the computer (McNaughton, Light and Arnold, 2002). Given that Savannah is already showing great progress in her learning process, this is sure to help her improve to the point that she will be able to perform these actions without assistance at the time of graduation.
This plan therefore is drafted with Savannah’s special abilities in mind. The advantage of the plan is that it will take care of Savannah’s needs in all aspects including socially and emotionally to bring out a holistic student capable of facing the world on her own (Cooley, 2004). It will therefore have achieved the primary goal of an individualized education program which is to equip the special student with the skills necessary to help them achieve independence.
References
Cooley, W. C. (2004). Providing a Primary Care Medical Home for Children and Youth with Cerebral Palsy. Pediatrics , Vol 114, Issue 4.
McNaughton, D, Light J, and Arnold K. (2002). Getting your wheel in the door’: successful full-time employment experiences of individuals with cerebral palsy who use Augmentative and Alternative Communication. Augmentative and Alternative Communication , Vol 18, Issue 2, pp. 59-76
Stiller, C, Marcoux B. C, and Olson R. E. (2003). The Effect of Conductive Education, Intensive Therapy, and Special Education Services on Motor Skills in Children with Cerebral Palsy. Physical & Occupational Therapy in Pediatrics , Vol 23, Issue 3, pp 31-50.
