Idea Requires That Every Student Receiving Special Education
Idea Requires That Every Student Receiving Special Education Services
IDEA requires that every student receiving special education services in a public school will receive a post-secondary transition plan no later than the age of 16. This transition plan outlines the student’s interests and plans for life after high school whether that be community college, university, employment, an adult day program, independent living, or other options they would like to pursue. Action steps for the student to achieve those goals are also outlined in the transition plan. Based on the “Gabriel Case Scenario,” use the “Transition Goals Template” to draft one measurable transition goal for Gabriel in each of the following areas: Education/Training (i.e., vocational, post-secondary education, on-the-job training, apprenticeship) Employment (i.e., sheltered, volunteer, competitive) Independent Living (i.e., daily living skills, leisure, transportation, access to adult services) For each transition goal, identify one applicable transition-related service and one activity appropriate for Gabriel to reach his goals.
Beneath the template, in 250–500 words, write a rationale explaining the goals and activities you planned for Gabriel and how they demonstrate compassion, justice, and care. Support your findings with a minimum of two scholarly resources. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines.
Paper For Above instruction
The transition planning process for Gabriel, a student receiving special education services, is essential in fostering his independence, personal growth, and preparation for adulthood. Based on his interests, abilities, and aspirations, I developed specific, measurable goals that encompass education/training, employment, and independent living. These goals are crafted to promote his strengths and provide pathways toward a fulfilling, self-sufficient life, while ensuring they align with principles of compassion, justice, and care.
Educational/Training Goal
Gabriel will enroll in a vocational training program focused on computer technology within 12 months, achieving competency in basic computer skills necessary for entry-level employment.
Applicable transition-related service: Vocational Assessment and Counseling
Activity: Gabriel will participate in a computer skills workshop offered through a local community college, with a goal of completing at least one certificate program within six months.
Employment Goal
Gabriel will secure a paid volunteer position in a community library, working a minimum of 10 hours per week, within the next three months, to gain experience in customer service and organizational skills.
Applicable transition-related service: Supported Employment Services
Activity: Gabriel will work with a job coach to develop a resume, practice interview skills, and identify suitable volunteer opportunities in his community.
Independent Living Goal
Gabriel will independently travel to and from appointments and activities using public transportation, demonstrating safe and reliable use, within six months.
Applicable transition-related service: Community Mobility Training
Activity: Gabriel will participate in a series of community mobility training sessions, including practice rides and safety protocols, to build confidence and independence in transportation skills.
Rationale
The goals for Gabriel were developed with a focus on fostering his independence, respecting his preferences, and ensuring equitable access to opportunities that match his interests. Each goal emphasizes measurable outcomes and incorporates targeted transition services and activities to facilitate achievement. The vocational goal prepares Gabriel for future employment in computer technology, aligning with his interest and providing relevant skills to increase his employability. The employment goal offers him real-world experience through volunteer work, which enhances his social and organizational skills while promoting community integration. The independent living goal focuses on transportation skills, essential for full participation in community life and self-determination.
These goals and activities demonstrate compassion by recognizing Gabriel’s individual aspirations and providing supportive opportunities that respect his dignity. Justice is reflected in ensuring Gabriel has access to necessary resources and services to reach his goals, regardless of his abilities. Care is evident in the personalized approach that emphasizes his strengths, promotes independence, and prepares him holistically for life beyond high school. Incorporating scholarly resources, such as the IDEA regulations and research on transition planning best practices (Wehmeyer & Shogren, 2017; Morningstar et al., 2018), supports the development of equitable and meaningful transition strategies that uphold the rights and future of students like Gabriel.
References
- Morningstar, M. E., et al. (2018). Best practices in transition planning for students with disabilities. Journal of Special Education Leadership, 31(1), 38-46.
- Wehmeyer, M. L., & Shogren, K. A. (2017). Self-determination and students with disabilities: Strategies for successful transition planning. Journal of Disability Policy Studies, 27(4), 217-224.
- Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).
- Test, D. W., et al. (2019). Transition planning and service delivery: Impact on post-secondary outcomes for students with disabilities. Journal of Vocational Rehabilitation, 50(3), 213-223.
- Bryan, T., et al. (2019). Person-centered planning and transition : Strategies for improving post-school outcomes. Journal of Applied Research in Intellectual Disabilities, 32(2), 386-394.