Transition From One School, Phase Essay

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Faculty to assist with pre-vocational skills training

6. Linkages to specific programs and services

7. General support for student and parents in all aspects of the student's progress

Of course, the tasks delineated above can double amongst faculty, meaning that there need not be a special and specific staff member set aside to deal with each specific duty. Staff-members rather can and do multitask and whole programs may be set up that deal with addressing goal-setting and vocational needs where the different tasks may be delegated amongst the pool of counselors and personnel.

The following programs are available to all high-schools students, and, depending on need, I can introduce them to the special needs student too. These include:

Guidance counseling

Career center services

Work experience education

Academy programs

Career education / vocational courses.

Implementation of the IEP

The IEP starts with a meeting where all individuals connected with the student's progress are invited. This includes student, family members, school staff, and teachers, as well as (according to IDEA) anyone else involved in the student's transition plan. Supplementary members may be representatives from school-to-work transition programs, local social service agencies, counseling programs, advocates, and medical care providers.

Directors of session should ascertain that the student himself is actively involved in the meeting actively advocating his own needs and desires.

All community resources will be pointed out to the parents and student will be given a series of steps (printed for him and parents on a leaflet so that they can tackle it with them) that will help prepare and guide the student in his transition. These include:

Accessing school's career center to identify his interests and plot out the educational training that are needed

Completing interest inventories that will help him identify his direction in terms of vocational employment

Doing volunteer work or being directed to entry level jobs in field of interest

Interviewing and observing adults who do the kind of work that the may be interested in Visiting and inquiring into training institutions and colleges in order to learn about their entrance requirements and in order to decide which institution to choose in relation to his skills and interests.

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Parents will also be recommended to help students with independence and responsibility by introducing these duties at home such as helping student open personal checking and savings account as well s learning how to manage money; learning how to drive and buy own car (if relevant to student) as well as leaning routine vehicle maintenance; self-advocacy skills.

Other independent skills involve students and community and here parents can be recommended to network with friends and relations about job and showing students how to do the same; and helping student become more active in volunteer, activist, and social programs if he so wishes.

There are various programs available to help the student in transition and many of these can be mentioned. These include:

WorkAbiklity and/or transition Partnership program (TPP) often existent at student's school

Regional Occupational Program

Job Corps

Conservation Corps (CCC)

Adult education programs

Evaluation of IEP and Summary of Performance

The team comprised of above stated members meets annually to follow up the student's progress. At the very last year, just before student graduates high-school, a "summary of Performance" is drafted which includes comprehensive details on his academic achievement and functional performance as well as a list of recommendations for the way that the student can achieve his postsecondary goals.

The entire IEP must be drafted in such a way that it meets the requirements of federal laws that are drafted to meet the needs of individuals with special needs. Examples of these laws include the Americans with Disabilities Act (ADA) and Section 504......

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