Spe 350 Case Study And Transition Plan Template

Spe 350 Case Study And Transition Plan Templatedirectionsafter Complet

After completing the essay, the group will use the following case study provided to develop a transition plan that includes measurable post-secondary goals and aligned activities for employment, post-secondary education and training, and independent adult living. The case study details Darren, a 17-year-old student with a specific learning disability in reading, who attends high school with various supports and accommodations. It covers his strengths, weaknesses, interests, challenges, and current services, alongside his aspirations and areas needing development. The task is to create a comprehensive transition plan addressing employment, education, and independent living goals, with specific activities and responsible persons or agencies, while considering Darren’s eligibility for adult services and his awareness of post-secondary requirements, including transfer of rights at the age of majority.

Paper For Above instruction

The transition from adolescence to adulthood is a critical phase that requires careful planning, especially for students with disabilities. A well-structured transition plan ensures that students like Darren are equipped with the skills, knowledge, and resources necessary to succeed in post-secondary education, employment, and independent living. This paper develops a comprehensive transition plan for Darren, a 17-year-old high school junior with specific learning disabilities in reading, emphasizing goal setting, targeted activities, responsible parties, and the integration of assistive technology and related services.

Student Profile and Current Status

Darren exhibits notable strengths in areas such as algebra, ceramics, and his knowledge of automobiles, which reflect his interests and potential career pathways in automotive technology and mechanical work. His passion for cars and involvement in his family’s restoration business highlight his practical skills and motivation to work with vehicles. However, Darren faces significant challenges in reading comprehension, written expression, impulsivity, and organizational skills. His decoding skills are at the fifth-grade level, but reading comprehension remains at the third-grade level, impeding his academic performance and general independence. His difficulties with handwriting, written assignments, and following directions necessitate ongoing use of assistive technology, including electronic spell checkers, word prediction software, and graphic organizers.

Darren’s behavioral tendencies, such as impulsivity and difficulty with memory and task completion, affect his academic progress and readiness for independence. Socially, he displays some unrealistic self-assessments and dependency on prompts for daily personal tasks. His limited awareness of adult services and registration requirements, such as the Selective Service, indicate areas needing education and support to facilitate a smoother transition into adulthood. The involvement of occupational therapy and speech therapy supports his organizational and articulation needs, though he has outgrown speech assistance.

Goals and Activities

Employment Goal

Goal: Darren will obtain employment in the automotive field, specifically in vehicle detailing or oil changes, within one year of high school graduation, demonstrating the ability to independently follow safety protocols and complete tasks with minimal supervision.

Aligned Employment Activity

Activity: During his final year of high school, Darren will participate in a mentored internship at the family’s restoration business, focusing on vehicle cleaning, detailing, and assisting with oil changes, under supervision. He will learn to follow safety procedures, manage tools, and coordinate tasks independently.

Responsible Persons or Agencies

School vocational instructor, occupational therapist, Darren’s family, and the local vocational rehabilitation agency will oversee and support this activity.

Education and Training Goal

Goal: Darren will enroll in a vocational program or community college automotive technology course within six months after high school graduation, achieving at least a 75% proficiency score in vehicle maintenance skills by the end of the first year.

Aligned Education and Training Activity

Activity: Darren will explore post-secondary automotive programs during high school through campus visits and informational interviews. He will participate in job-shadowing opportunities and enroll in a summer automotive training course to build foundational skills.

Responsible Persons or Agencies

High school counseling staff, automotive instructors, parent, and local community college advisors will facilitate this activity.

Independent Adult Living Goal

Goal: Darren will independently manage personal care routines, medication reminders, and simple household chores, such as cleaning his workspace and organizing personal belongings, consistently by the time he turns 19.

Aligned Independent Adult Living Activity

Activity: Darren will work with his occupational therapist to develop a daily routine chart and practice its implementation, gradually reducing prompts. He will participate in a life skills workshop focusing on personal organization, time management, and self-care.

Responsible Persons or Agencies

Occupational therapist, school counselor, parent, and adult living skills mentor will collaborate on this activity.

Transfer of Rights and Family Involvement

The student and parents have been informed about Darren’s legal rights upon reaching the age of majority, including the transfer of educational and adult service rights at age 18. Proper documentation and planning ensure Darren’s awareness and preparedness to access adult services such as vocational rehabilitation, social security, and independent living resources, which are vital for his successful transition.

Conclusion

Developing a thorough transition plan for Darren involves a coordinated effort among educators, family, and service agencies. It leverages his strengths, addresses his needs, and provides specific activities aligned with his goals in employment, education, and independent living. Early focus on skill development, assistive technology, and awareness of adult services will help Darren achieve greater independence and a successful transition into adulthood.

References

  • Brown, T. (2019). Effective Transition Planning for Students with Disabilities. Journal of Special Education, 48(2), 89-101.
  • Doyle, M. B., & Taylor, S. L. (2021). Assistive Technology in Transition Planning: Strategies for Success. Journal of Vocational Rehabilitation, 55(3), 267-278.
  • Harry, B. (2018). Student Profiles and Transition Planning. Disability & Society, 33(7), 1122-1135.
  • Kohler, P. D., & Erwin, T. (2020). Supporting Students in Transition to Adulthood. TEACHING Exceptional Children, 52(4), 240-251.
  • McDonnell, L. M., & McDaniel, S. C. (2018). Transition Outcomes for Youth with Disabilities. Journal of Disability Policy Studies, 29(1), 31-43.
  • Shogan, D. (2020). Vocational Rehabilitation and Post-Secondary Education. Rehabilitation Counseling Bulletin, 63(2), 130-140.
  • Thoma, C. A., & Bishop, M. R. (2019). Assignments and Activities for Transition Planning. Journal of Special Education Technology, 34(1), 38-48.
  • Wehmeyer, M. L., & Shogren, K. A. (2019). Promoting Independence in Students with Disabilities. Journal of Policy and Practice in Intellectual Disabilities, 16(2), 111-121.
  • Worland, T. (2022). The Role of Parental Involvement in Transition Planning. Journal of Family Psychology, 36(5), 689-699.
  • Zabel, R. H. (2020). Transition to Adult Services for Youth with Disabilities. Exceptional Children, 86(4), 497-510.

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