Special Education Course Work

Assignment 1: Application of the Partial Participation Concept during Transitioning from ECSE to Kindergarten for Children with SD 

ECSE has two primary objectives. The first goal is to ensure that students with SD successfully transition from one level to the next. Secondly, ECSE strives to make sure that children with SD are adequately prepared for the educational environment that precedes their current. Generally, transitioning provides students with positive experience. Notably, the students are presented with new opportunities to nurture their skills. Nevertheless, transitioning from ECSE to kindergarten can cause serious challenges to various stakeholders if it is not successful. In order to create positive experience during development, it would be important for special educators to embrace the concept of partial participation. Thus, this essay will demonstrate how the adoption of this concept can guarantee smooth transitioning. 

Partial Participation Concept and its Application during Transitioning 

Partial participation implies that children with severe disabilities are not excluded from activities because they cannot work independently (Westling, Fox, & Carter, 2015) . The concept requires some modifications to be done to allow the students to be involved in the task. Notably, this may require modifying the work or the way a student can participate in accomplishing the assignment. Essentially, the concept of partial participation shows that students with SD can acquire vast skills that would make them take an active part in both school and non-school environment (Browder & Cooper-Duffy, 2003) . 

In that regard, students with SD who are in the process of transitioning from ECSE to kindergarten should not be excluded from certain activities. Actually, their degree of participation in school and non-school activities need to be increased. That can be achieved by embracing systemic and direct instructions. Notably, partial participation would make other students to render SD students as contributing, productive, valuable and striving societal members. Consequentially, the student would feel accepted by the society and that would increase his or her self-dependency levels. 

Part II: How partial participation can be applied for School-Age Students with SD 

Two important points need to be considered when applying the partial participation concept. First, the principle indicates that partial participation cannot be achieved if there are no considerations to modifications (Westling, Fox, & Carter, 2015) . Modifications, in this regard, refer to adaptations or rather adjustments of particular environmental conditions to enhance or allow partial participation. Actually, many scholars perceive that partial participation is more of an adaptation practice since its activities deviate from the way non-disabled persons execute them. For, young SD students, their environments (school and non-school) and tasks need to be adapted to fit their specific requirements. 

Secondly, the partial participation can be used to increase active participation to help school-age students with SD build self-confidence. Traditionally, most severely disabled students rarely engage themselves in productive activities. As such, partial participation aims at correcting such cues by exploring on individuals preferences and styles to create individualized adaptations (Westling, Fox, & Carter, 2015) . Individualized adaptation can be used to help students with SD to at least participate partially in age specific and functional activity. Notably, that can e achieved by improving the existing skills as well as compensating for lacking skills. Additionally, allowing the students to acquire and utilize alternative skills can help in realizing that goal. 

In conclusion, partial participation concept requires students with SD to be included in almost all school and non-school activities. The concept perceives that all students can learn and acquire skills that would enable them to participate in various societal activities. In order to achieve that goal, partial participation requires the modification of tasks and students way of accomplishing them. 

References  

Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.” The Journal of Special Education , 37 (3), 157-163. 

Westling, D. L., Fox, L. L., & Carter, E.W. (2015). Teaching Students with Severe Disabilities (5 th Edition). New York: Pearson, INC, ISBN-978-0133388084 

Assignment 2: Preparing Young Adults for Vocational Life 

While many students with SD undergo a successful transition from school to adult life, some face significant challenges during this phase (Test, et al., 2009) . Therefore, students with severe disabilities need to be provided with practical instructions in an educational setting. The essence of such instructions is to equip the students with the skills that would guarantee successful transition from school to post-school vocational life. Functional skills serve to ensure that the students become independent and successful adults. Traditionally, functional skills often encompass functional academics that include job-carving, social relationships, and self-determination among others. Thus, this paper evaluates how functional academics and social instructions help in successful transitions from school to post-school life. The study will be particular for students with SD. 

Transitioning from School to Post-school Vocational Life 

Planning for transitioning from school to job needs to start early for students with SD. In order to have a good idea of the available employment opportunities, career resources need to be explored. In addition, students with SD need to acquire particular pre-requisite skills that are necessary depending on their preferred occupations. As such, ensuring that the pre-requisite skills are learned early is important. Broadly speaking, the pre-requisite skills can be grouped into two broad categories namely functional and social skills. Typically, most jobs require their employees to demonstrate strong functional and social skills. In that regard, equipping students with SD with such skills would improve their competence as well as increase their ability to pursue meaningful jobs. Consequentially, that would lead to increased personal satisfaction. 

Students with SD need to be equipped with functional skills to make them independent and successful adults. Functional skills are those skills that a person needs to demonstrate in everyday life and are vital in ensuring professional success. They entail self-management activities such as toileting skills, grooming, and personal hygiene among others. Conventionally, functional skills are usually taught in tandem with functional academics. Functional academics instill skills that improve the outcomes of post-school activities (Bobzien, 2014) . The core areas of functional academics include vocational education, self-determination, personal finance, and social skills. It is important to note that functional skills are required to help students with SD pursue careers in a field that they want to work. For instance, if a student intends to work as a librarian, functional skills instructions would ensure that such student is informed on how to work within a library environment. 

For the transition to be successful, students need to be equipped with social skills. Scholars have cited that social skills serve to ensure that young adults secure jobs in meaningful contexts. Crucial social skills, notably, differ depending on occupational demands. Nonetheless, the basic social skills include the ability of an individual to initiate and respond appropriately to greetings. Another important skill includes being able to ask for help as well as breaks when necessary. Moreover, students need to demonstrate their ability to refrain from disruptive acts. In order to ensure that the students gain such insights, various approaches can be adopted. Test, et al., (2009) indicated that embracing work oriented or rather job learning experiences could help in achieving that goal. Under this program, students are allowed to volunteer or get involved in job sampling whereby a student tries out a job a job for a number of hours or job. Such activities help in identifying students’ strengths and weaknesses. Other methods that can assist in improving students their competence is by allowing them to participate in summer jobs and internship programs. 

In conclusion, students with SD need to be equipped with functional skills instructions to enable them to transition successfully from school to post-school vocational life. Such instructions make the students independent and fruitful in their future endeavors. Nevertheless, students need to put in place the skills they have acquired. That can be achieved if they participate in internships, job sampling, and summer job programs. 

References  

Bobzien, J. L. (2014). Academic or functional life skills? Using behaviors associated with happiness to guide instruction for students with profound/multiple disabilities. Education Research International , 2014 . Doi: http://dx.doi.org/10.1155/2014/710816. 

Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals , 32 (3), 160-181. 

Assignment 3: Assessment and Planning for Transition for Young Adults with Severe/Profound Disabilities 

Assessment and planning are vital aspects in the education of students with SD. Assessment implies examining a student’s needs and abilities. Planning, on the other hand, is a process that leads to the selection of an educational methodology and goals that match the needs of the student. Therefore, this report offers information about critical considerations when assessing and planning for transition for children with SD. 

Transition plans for Young Adults with SD 

Broadly speaking, transition means passing from one stage to another. On the other hand, a transition plan refers to a part of the IEP that outlines transition objectives and services that ought to be rendered to a student. When developing a transition plan for a young adult with SD, there are specific assessment practices that need to be followed. First, needs of a student need to be assessed (Cobb & Alwell, 2009). That can be done by establishing the severity of the disability. Second, it is important to evaluate the strengths of the students. Notably, the entire education system should aim at exploring on the student's strengths to cover for his or her weaknesses. 

Third, the educators need to understand the skills that the student possesses. Such skills ought to be targeted for enhancement during educational training. Lastly, identifying students’ interest is imperative during planning. The essence of this process is to adopt functional skills instructions that would impart skills that are unique to the student’s interests (Karan et al., 2010). Possessing functional skills would guarantee successful school to job transition. Generally, transition planning is often used to identify and create goals that need to be attained in a particular schooling year. Such insights would assist young adult students with SD to achieve their post-school goals. 

Elements Secondary Transition IEP 

The aspects of secondary transition include learners focused planning, transfer of student’s rights, and agency collaboration. Student focused plan requires IEP team to make a decision regarding the transition. The decision, in this case, would be influenced by age. Primarily, this process utilizes a chart that has been divided into different grades. Transition assessments would then be assigned to the various grades. The transition goals elements require IEP teams to establish transition goals in areas pertaining education, employment and self-dependency (Mazzotti et al., 2009). The goals often tell what the student wants to do after completing high school education. 

Another important feature of secondary transition IEP is the transfer of learners’ right and IEP team meetings. Once a student has attained 18 years, he or she is required to make decisions regarding his or her education without parental interference. Apparently, this calls for the transfer of decision-making rights from the parent to the student. After attaining the Age of Majority (transition age), a meeting is often initiated involving the student, an outside agency, IEP team and the parent when necessary (Mazzotti et al., 2009). The agency should help in developing and implementing the transition plan. Finally, transition activities would then follow. Notably, SD students with transition plan often have postsecondary goals that are related to students’ needs (educational, employment and self-dependency). 

Intent of Transfer of Rights at the Age of Majority Protection 

The IDEA states that once a student has attained the age of majority, the rights to make educational decisions ought to be transferred from the parent to the student (Mazzotti et al., 2009). Once such rights have been transferred, a student becomes responsible for their educational activities. As such, the learners, not their parents or guardians, would be the primary participants in developing IEP that are specific to their needs. Besides, they would also be involved in making other decisions like requesting changes in placement or medication. They can also demand to be heard when resolving conflicts. Overall, the transfer of rights gives the students the liberty to take charge of their academic and future endeavors. In fact, it aims at making them more responsible and independent persons in the society. 

Important considerations in an individual secondary transition plan 

When designing transition plan for students with SD, various factors need to be considered. One of such factors is to ensure that high school curricula are designed such that it is specific to the goals of the student (Mazzotti et al., 2009). Since the population of learners with SD is very heterogeneous, it is important to develop a variety of postsecondary objectives. For instance, some students’ primary goal is secure employment after completing their high school studies. Other students would wish to further their careers or technical skills in colleges or universities. Young adult students with SD can achieve their post-high school goals successfully post-high school if they are equipped with relevant experiences and training. For example, for students who want to attend university courses, their high school curriculum should explicitly strive to nurture their independent study skills. On the other hand, for those whose goal is to be employed, their curriculum should be designed such that it allowed them to participate in internships or job sampling. Of essence, the curriculum should impart to all students social, self-determination and independent living skills. 

In conclusion, assessment and planning are critical to the transition to from school to post-high school. The assessment process helps in establishing the needs, interests, strengths, and skills of SD students. Typically, planning often explores on such insights to develop a curriculum that is student-centered. Secondary transition IEP requires students to become fully responsible for their academic activities. As such, at the age of 18 years, the rights to make educational decisions are transferred from the parents to the student. Lastly, it is good to ensure that high school curriculum is designed such that they are specific to the goals of the students. 

References  

Cobb, R. B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilities: A systematic review. Career Development for Exceptional Individuals , 32 (2), 70-81. 

Karan, O. C., DonAroma, P., Bruder, M. B., & Roberts, L. A. (2010). Transitional assessment model for students with severe and/or multiple disabilities: Competency-based community assessment. Intellectual and developmental disabilities , 48 (5), 387-392. 

Mazzotti, V. L., Rowe, D. A., Kelley, K. R., Test, D. W., Fowler, C. H., Kohler, P. D., & Kortering, L. J. (2009). Linking transition assessment and postsecondary goals: Key elements in the secondary transition planning process. Teaching Exceptional Children , 42 (2), 44-51. 

Assignment Four 

Teachers are tasked with significant responsibilities of ensuring the delivery of quality education for all learners in spite of the learning capabilities they display. To accomplish this noble task, these teachers must know how to apply some underlying principles which regulate the planning, assessment and the delivery of content to their students. Some of the students that these teachers encounter are students with SD who require special attention when it comes to academics as compared to their normal peers. This essay aims at focusing on this group of learners by finding the best ways to deal with them and to fully integrate them into the educational settings and systems. Additionally, it will focus on strategies to be used to ensure that such learners receive just and inclusive kind of education which is important in enhancing their quality of life. 

The learning environment can be considered as encompassing with students drawn from various divides with an expectation of getting the best out of the academic process. The students may display different levels of learning disabilities ranging from extreme to mild cases. These variations in disability levels will automatically determine the kind of attention each will require or receive from their teachers as well as their caregivers. The learners with low–incidence disabilities are fewer as compared to those with severe disabilities and may be ignored on this basis. The lower incidence disabilities include hearing impairments, visual impairments or other health-related impairments. This may mean that the cognitive aspect of the learner is intact, but these other impairments may derail learning. More so, according to Brown (n.d) students with low-incidence disabilities may be difficult to handle since they may be a combination of disabilities which makes it harder to manage them equitably. This, therefore, means that these learners require particular attention from other specialists rather than their teachers. Understanding this concept is crucial for the school administrators and educators as well so as to equip the learning institutions with the required personnel and equipment to facilitate the learning process. Additionally, review of the literature concerning these learners is very critical in changing one's perspectives on how to deal with such learners during professional practice. Ultimately one can apply the philosophical principles acquired in accommodating and seeking professional help from the relevant specialists to fully integrate learners with low-incidence disabilities in mainstream schools. 

Promotion of equitable, inclusive instructional opportunities for students with severe disability 

The American educational system has witnessed efforts by various individuals and organizations that vouch for inclusive education where learners are put together in classrooms in spite of their disabilities. This is important since it promotes equitable and inclusive education for American children to prepare them for future roles in leadership and other careers. While this may be appreciated and appraised, it brings about a whole new way of teaching, especially for the teachers. This is so since these teachers are faced with a challenge of balancing the transfer of knowledge to these learners in equal measure and degree without bias or subjectivity. This then calls for the support of paraeducators who are tasked with the responsibility of helping the mainstream teachers to accommodate all students in a balanced manner. Learners with SD are no exclusion since they need to be absorbed in the educational system in spite of the historical perspectives where such students used to be educated in settings where they were disintegrated and not allowed to mix with peers without disabilities (Kurth, Lyon & Shogren, 2015). In spite of various calls to integrate these learners in the mainstream classes, a significant percentage of such learners with severe disabilities are still being taught in separate classrooms thereby creating a gap in policy implementation which kills the dream of inclusive learning. This being the case, the schools in the American system are tasked with the responsibility of ensuring that students with SD receive the same kind of education at all levels without discrimination of any kind. To do this teacher and their learning assistants come with easier strategies that teach the same content in such a manner that such students feel included and appreciated for their efforts. 

The interplay between academic and functional skills instruction in the in preparing students with SD for a good quality of life outcome 

Students with SD are expected to make it in life as compared to their typical peers which mean helping them to be as competitive as possible in their way. While this may seem like an uphill task, a proper combination of instructional materials, methods and strategies can go a long way in enhancing and facilitating this objective. This is true especially with the continual emphasis on inclusivity and integration of all learners in the education system in spite of their learning abilities and capacities. Consequently, a proper interplay and integration of academic and functional skills instruction are clearly needed for these learners to have a quality life in the future. The technical skills in the education of learners with SD are aimed at helping these students to succeed in real-life experiences in their work, school, home and in their community. This is especially important considering that they will not always be under the care of parents, guardians and their teachers. Eventually, this is critical in helping students to live independently without relying on other people to make life easier for them. On the other hand, academic skills which may involve either mathematics skills or language arts skills are integral in helping learners with severe disabilities end up with good quality of life (Webster, 2017). The math skills, on the one hand, are very vital for such learners since it helps them to count and use the money, tell time, balance check books and understand and measure volume which is all critical in the daily functioning of such individuals. On the other hand language, art skills are critical since they will come in handy for such learners with severe disabilities in reading and understand various signs as well as read directions to navigate through life effectively (Webster, 2017). Attainment of these academic and functional skills will automatically help such learners to live an independent life which would not have been the case if they were ignored in the education system. 

Impact of collaborative learning between colleagues and parents for students with severe disabilities 

Effective learning outcomes for learners with severe disabilities depends heavily on the input of parents and teachers and other additional stakeholders who are involved in the lives of such learners. As such collaboration between these key players is of paramount importance and its role cannot be overlooked. Students with severe learning disabilities naturally pose more challenges to teachers, parents, and caregivers as compared to the learners with low-incidence disabilities (Ferrel, 2012). This is so since they required a myriad of support needs since they have either little or no speech, they may find it extremely hard to learn new skills, they may need help in daily routines such as washing, dressing, eating and they have issues in making new friends and socializing. This being the case, they require a lot of attention which may continue until they die and as such, there is a great need for the educational setups and communities to embrace this truth. The collaborative effort in learning institutions is evidenced when teachers make use of paraeducators as discussed earlier to help them implement the curriculum objectives to meet the needs of these learners. The paraeducators can come in handy by helping these learners to manage their daily tasks such as dressing and eating as well as achieving their academic goals (Ferrel, 2012). Additionally, collaboration with the parents and caregivers helps the teachers to measure the learner's milestones as well as ensuring the creation of peaceful and encouraging learning environments in their learner. More so, endless conversations between the teachers, parents, and paraeducators will help to identify gaps in the learning process and deal with such gaps effectively and in a timely manner. 

How data-based decisions guide Individualized Educational Program development and program implementation 

Programs for learners with learning disabilities are formulated in relation to results gotten from evidence-based research so as to find the workability of the application of such programs. Key among data-based decisions in the programs for learners with learning disabilities is Individualized Education Program (IEP). According to Brown (n.d), teachers may be overwhelmed by the idea of integrating learners with learning disabilities in their classes. However, Brown encourages such teachers not to freak out since there would be working with teams of education personnel who are focused on developing and implementing IEP strategies for their students. The Individualized Education Programs are guided by some underlying principles which indicate that combining social interactions, communication with physical activities and needs can go a long way in improving the learners’ academic outcomes. Research into this concept further reveals that such learners can benefit from IEP especially if it is programmed to fit their environments and supported with proper instructional strategies and materials (Brown, n.d) 

My professional perspective on my ability to plan and apply instructional strategies to meet learning needs of students with SD 

As a professional in the area of special education for students with severe disabilities, it is clear that a lot remains to be done to help such learners achieve their academic needs. The research that I have conducted so far has put me in a better position when it comes to planning and applying the various instructional strategies which are tailor-made to ensure that the learners get individualized attention. This is important considering that these students will tend to exhibit a variation in their learning abilities depending on the type of learning disability they suffer from (Browder et al., 2014). Having learnt on the existences of distinct types of disabilities when it comes to learning and the way of dealing with each case, it is clear that I am more informed and prepared to deal with these learners on face to face instructions. This will go a long way in the planning, preparation and delivery of content in a manner that will ensure complete integration of learners with severe disabilities in the mainstream education system. 

Impacts of teaching communication skills, life skills and addressing sensory-motor challenges on the prevention of problematic behaviors in learners with SD 

Learners with severe learning disorders require a lot of attention in various areas so as to fully integrate them into the mainstream educational system and channels. This then calls for the combination of strategies to address communication skills, life skills as well as sensory-motor challenges. This is considered necessary since such learners tend to have varied problems in these areas and proper addressing of these difficulties can help improve the learning outcomes of these learners. Consequently, dealing effectively with these learners will increase their self-esteem and confidence levels as they feel more accepted and this would eventually reduce or prevent incidences of problematic behaviors associated with such students (Browder, 2014). This then calls for teachers, parents, caregivers and other stakeholders to come up with proper strategies which will be all-encompassing and which combine to help these learners to navigate better in their academics and outside the educational settings. 

As a special education teacher, what you will advocate for on behalf of students with SD, as you work with general education colleagues and building administrators? 

As a special education teacher, I feel that it is my role to ensure that learners with severe learning disabilities are completely integrated into the American education system unlike in the past where they attended their classes. This will make them feel appreciated and wanted in the society by recognizing their potential and capabilities. Additionally, I would make it my role to ensure that the curriculum and instructional materials are tailored in such a way that their needs are put first by creating a conducive and friendly environment. Moreover, I would advise more of my general education colleagues to think about the nobility of dealing with special education and wish to join me on this journey to help more learners to realize their potential. More so I would request the administrators to hire more special education teachers as well as specialists in addition to providing instructional materials and equipment to facilitate the learning process. 

Rationale for inclusive learning in the case of learners with SD 

Learners with severe learning disabilities are part and parcel of the larger community, and as such, they require to be shown exactly that by learning with their normal colleagues. The inclusivity is important as it creates avenues where families’ visions for ordinary lives for their children come true. This is enabled when their children with learning disabilities are accepted in the normal classes without being discriminated. Additionally, inclusivity of students with SD is important since it gives learners a chance to understand themselves and other better through the comparisons of the similarities and differences (Bui, et al., 2010). Such being the case it is important that proper policies be passed and implemented to ensure the success of inclusive learning in academic institutions across America and the world as a whole. 

In conclusion, learning, as a process should be treated as a right for all American students despite the learning abilities of the learners. The students with disabilities range from those with low-incidence disabilities to those with severe learning disabilities. Whichever the category of learning disabilities one is dealing with, it is important to ensure that instructional materials and strategies were implemented in such a way that these students achieve the academic needs. The special education teachers have a significant role when it comes to helping these learners to learn unique, skills which would assist them to live independent lives outside of skill. This will go a long way in ensuring that the goal of inclusive learning is achieved and all students appreciated in spite of their ability or disability differences and orientations 

References  

Browder, D.M, Wood, L, Thompson, J & Ribuffo, S. (2014). Evidence-based practices for students with severe disabilities . Retrieved from http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-3_FINAL_03-03-15.pdf. 

Brown, M.B. (nd).Low-incidence Disabilities: Information for Educators. National Association of School Psychologists. Retrieved from http://tcssexedpsychservs.weebly.com/uploads/1/2/5/9/12593116/low_incidence_disabilities-information_for_educators.pdf. 

Bui X, Quirk, C., Almazan, S. & Valenti, M. (2010). Inclusive Education Research & Practice. Maryland Coalition for Inclusive Education . Retrieved from http://www.mcie.org/usermedia/application/6/inclusion_works_final.pdf. 

Ferrel, J. (2012). Family Engagement and Children with Disabilities: A Resource Guide for Educators and Parents. Harvard Family Research Project . Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/family-engagement-and-children-with-disabilities-a-resource-guide-for-educators-and-parents. 

Kurth, J.A, Lyon, K.J & Shogren, K.A (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities , 40(4): 261 –274. 

Webster, J. (2017). Functional Skills - Skills Our Students Need to Gain Independence. Retrieved from https://www.thoughtco.com/functional-skills-for-students-independence-3110835.