Over the last years, the importance of an individual transition plan for unique education system has been the useful aspect of individualized Education program in our administration. The article seeks to briefly outline the transitional programs that aim at assisting our young ones to the next levels of their educational career. The paper thus addresses the self-advocacy skills for one of our student Joe who experienced hurdles in managing the transition gaps. Joe was emotionally disturbed having completed the grade 8 class on planning to continue with the learning process. The tips assumed by the teachers would be to meet the parents and student himself to discuss the challenges in the schedule transition for school.
The Individualized Education Program or Transition Program addresses the commonly referred plans to enable our students to move successfully to secondary levels and past the same stage. Joe faced challenges in making a move from 8 th grade to another level thus the proposed program focused on the student’s individual needs on addressing the emotional disturbance. The application asked for his preferred interest and problems therefore aimed at a workable program to answer all the anxieties beyond the then grade. Self-advocacy skills give the best options to develop Joe as independent as possible through allowing him to take responsibilities and the consequences of the negative move.
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Relevant goals to target
The IEP or ITP process is our daily program that invites the students to discuss the issues related to their academic progress with our legal team that provides services on an annual basis. The primary goal of this annual program is to provide services on the best functional transition assessments. The advocacy gathers information that would be useful in the triennial evaluation of the emotional challenges and offer possible solutions to overcome such conditions.
According to Bahn-Kraatz (2017), the IEP or ITP process has to encompass appropriate measurable post-one level to the next through training, education, and counseling to achieve independent living. The advocacy skills focus on the independent life irrespective of the educational level. Students should set their goals that address these problems whether it is counseling or education to move to the next level. The ITP program focuses on more independent living skills, community based-support, recreational and leisure services to manage the emotions. It goes without saying that if the student nature seems worse, the student's inabilities would be addressed through the ITP program.
It is important to remember that the program should provide the necessary assistance in meeting or making progress toward Joes’ annual transition. The transition covers the self-advocacy skills in managing the emotional instability. The advocacy skills cover coordinated set of activities that would promote the emotional support to ensure that the student remains on track for better future.
Areas of Strengths for the Student
During the meeting, it would be easy to understand Joes' strengths that t including being informed of recognizing the needs and ability. From his listening skills, it is easy for Joe to manage the self-disturbing issues thus works to achieve the best. The next strength is the ability to listen and comprehend topics; Joe can have real future planning through individual awareness. Moreover, Joes are quick at social skills and observing body language. Through voice variation, it would be easy for him to make self-determination.
He is a good listener thus can ask for help if need be in the listening to others and sharing others people's skills. Participation in the meeting requires open mind and readiness to overcome the barriers in reaching individual goals. Joe knows all his support system hence able to trust the parents to assist in making him feel safe. Interactive nature would assist in counseling program because he would participate in the discussion aware of when and who to ask for help. The IEP or ITP process in the meeting would achieve the goals, and the strengths would assist in getting life-long solutions to the emotional disturbances.
Individual Task Analysis steps
Training: Joe is individually expected during the program to make the following steps during the annual program meeting; he has to begin with identifying the strengths and limits to which these advantages affect his life. He has to discern that he is a person of same worth and value as other people thus develop self-esteem. The next step would be identifying the people who assist in meeting his goals, view the teacher as a facilitator and connector of resources, therefore, strive to attain the goals.
Self-evaluation: Determine the causes of emotional disturbance through maintaining the holistic self-view. Review the peers around and keep in mind that he is more similar to them than different. The steps cover the other approach of setting goals. Own goals are essential is overcoming challenges because one would work towards the expected end. Joe has to identify with an active community group. He has to go to church, attend recreation programs, and understand the values of living beyond the hopeless state. Know when and how to compromise on the affecting issues on achieving educational goals.
Assessments: In additions, Joe has to realize the mistakes, learn from them and go on. Apart from meeting the challenges, the next step would self-assessment that includes identification of individual disability and how to ask for help. Identify the different rights and determine which options are available in the case of the solving the disturbing ideas. The last step would identify the support system, it entails determining the trusted persons, and those one feel can support in achieving safety.
Discuss your reasoning and any factors that contributed to your design process
Emotionally disturbed students have to begin with training steps on how to manage the stressors. It is important to note that prior experiences can be used to build the student for the future. The training program equips the student with the realization of self and how to relate to the current situation in meeting the challenges. Advocacy on ITP and IEP programs aims at functional skills of managing the problematic issues of learners in achieving better future ( Bahn-Kraatz, 2017) . Training on stress management skills is essential in addressing the student's problems looking towards attaining the better support from the adjacent groups.
However, training may not achieve the desired outcome of solving the anxieties thus self- evaluation would be necessary for testing the individual ability to stand. Transition levels need personal set goals that would assist in holding the test of making progress in life. The plan has to identify and provide necessary assistance in meeting the compulsory annual transition. The movement from grade 8 to secondary activities depends on the individual set goals and the determination. Self-evaluation test step is essential in this program as it assists in settling the self-preferences to thrive in the new environment. Earlier development is accomplished through examination to achieve the desired transition plans to the net levels.
Assessment step must be developed depending on the age of transition. An age-appropriate assessment could include academic assessments, career exploration that assists in applying the individual situation to other similar cases. Through the situational assessment, each group would be identified in which step they take to complete the career interest. This stage looks at the possible factors to individual well-being; examine the difficulties that might exist in attaining own goal and the viable identifying options on the chosen course of action.
How supports can be used to promote self-advocacy
Support team in assisting the student advocacy system includes various stakeholders like teachers, peers, parents and the social institutions. Teachers and students play suitable and unsuitable advocacy interactions. As a support team, teachers provide opportunities to practice self-advocacy and self-determination aids. They work together in counseling and help students take responsibility for monitoring progress on their plan transition.
Explicitly, when teachers engage with the individual students through training, they teach skills to problem solve cases. In the middle school and continuing through various grades the teachers set up opportunities for the student to experience success. Teachers provide the support of promoting the student awareness of local agencies giving motivational talks to the student during the meetings. Through assessing the learning methods, the teachers give students responsibilities to make individual choices. Any program that allows a single autonomous decision in making choices, the student gets out a productive and meaningful member of the meeting.
During advocacy, students and parents need to work together to focus on a collaborative team approach to challenges and build trust on one another. The parental support equips the student with non-judgmental skills that integrates coping styles, ethnic differences, socio-economic groups and experiences in meaning the group transition. The parents have open communication with the young ones which makes them discern the societal expectation on them. The advocacy skills meet the hope of the participation and giving equal opportunities for success ( Bahn-Kraatz, 2017) . The parent’s views are essential on those to be invited to the meeting and arranging on transient planning. Parents support the student through providing a secure environment and share the expertise to enable them to learn.
Summary
Transition plan intended for Joe offers service to support the appropriate change and skills of meaning the emotional disturbances in the case. The annual IEP or ITP process advocacy is on addressing the community-based support to assist the student in solving the challenges. The changes have to be helpful and vital is creating independent living in attaining the individual goals. The paper covers the three steps of training, self-examination, and assessment that highlight the steps a student can follow in meeting the challenges. The advocacy proposed identifies the weakness, and the strengths of the meeting hence give clear insight on what ought to be done. Also defined in the paper are the support teams that achieve the behavioral management reach the expected annual meeting expectation of changing the student perceptions.
Reference
Bahn-Kraatz, C. (2017). Postsecondary Individualized Transition Planning for Students with Low-Incidence Disabilities: A Parental Perspective (Doctoral dissertation).
