components of transition planning.

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components of transition planning. by Mind Map: components of transition planning.

1. Children with special needs typically transition from early intervention to preschool, kindergarten, middle school, high school, and ultimately to adult life.

1.1. Successful transitions: usually require special preparation for the transition itself and each next step.

1.2. The move from early intervention under IDEA Part C for Infants and Toddlers to preschool or kindergarten school services under IDEA Part B for children ages 3 to 21 (early childhood transition)

2. Various types of transition in special education.

2.1. IDEA Part C for Infants and Toddlers to preschool or kindergarten school services

2.1.1. IDEA Part B for children ages 3 to 21 (early childhood transition)

2.1.1.1. IDEA Part B Secondary TrasitionThe move from high school services to adult life after graduation or at age 21 (or older in some states)

3. components of transition planning.

3.1. Transition planning: refers to the section of the individualized education program (IEP) that describes the services and activities needed to prepare for both early childhood and secondary transitions

3.2. Early childhood transition planning must begin by age 2½ years for children exiting Part C services for Part B services.

3.3. The transition plan includes information that would help the child and family plan for the future, such as community program options and information on the local education agency (LEA, commonly known as the school district), as well as next steps to be completed.

3.4. Secondary transition planning must begin by age 16 or earlier in some states.

3.5. The transition plan defines the student’s long-term goals and desired outcomes following graduation or aging out of high school.

4. People and roles in transition planning.

4.1. LEA, commonly known as the school district)

4.2. Interrelated Teacher: Teacher responsible for teaching students with Special Needs and keeping IEP and various transition paperwork on file and up to date. Carrying out IEP in LEA.

4.3. School Psychologist: runs psych evaluations at school along with various testing throughout the life of the student that creates valid data when carrying out current and future transition pieces.

4.4. OTP’s School-based occupational therapy practitioners are key contributors within transition teams because they promote students’ functional abilities and participation in daily routines.

4.5. Transition services for young children include supports for a smooth and effective transition either from Part C to Part B services, or when exiting Part C services.

5. Laws that guide the transition process

5.1. No Child Left Behind Act of 2001 (NCLB). NCLB emphasizes coordination between Head Start, Early Reading First, and other early childhood programs and the public schools.

5.2. The ADA gives children with disabilities the opportunity to be included in regular childcare settings. Generally speaking, children may not be excluded from a childcare setting based solely on their disability.

5.3. ADA: Americans with Disabilities Act

5.4. The move from high school services to adult life after graduation or at age 21 (or older in some states) under IDEA Part B (secondary transition)

5.5. IDEA: recognizes the particular importance of preparing children and families for transition at two distinct points:

5.6. IDEA: Individuals with Disabilities Education Improvement Act of 2004

6. IFSP and IEP.

6.1. Individualized Family Service Plan (IFSP). The IFSP is a document that is written by a joint planning team that includes the parent(s) or guardian(s) and other service providers—teachers, therapists, physicians, etc.

6.2. Individualized Education Program. Is carried out at the LEA to support student needs.

7. Part C to B Transition

7.1. Part C of the IDEA governs the services for children birth to age three.

7.2. Part B, the birth to three-year old documents (and sometimes older, depending on locale) change from the Individualized Family Service Plan to the Individualized Education Program.

7.3. As children approach age three, federal law requires that planning for transition begin at least 90 days and up to 9 months prior to the child’s third birthday;

8. For Children Transitioning from Part C Infant Toddler Services to Part B Preschool Services

8.1. the parents are provided with a copy of the Parent Rights Notice (procedural safeguards)

8.2. eligibility is determined according to Part B requirements through an initial evaluation;

8.3. if eligible, an IEP or IFSP is in effect by the child’s 3rd birthday;

8.4. if a child’s 3rd birthday occurs during the summer, the child’s IEP team determines the date when services will begin, but not later than the beginning of the school year following the 3rd birthday; and

8.5. A representative of the district will participate in transition planning conferences arranged by the Part C program.

9. IEP Team Membership

9.1. The student must be invited to attend the student’s own IEP meeting beginning at age 14

9.2. The parents must be members of the IEP team

9.3. The special education teacher(s) or provider(s)

9.4. The general education teacher(s) not less than one general education teacher of the child, if the child is, or may be, participating in the general education environment (K.S.A. 72-3404(u)(2)).

9.5. The School Representative or designee must be a member of the IEP team

9.6. A person who can interpret instructional implications o

9.7. Others include individuals who have knowledge or special expertise regarding the child, including related services personnel, as appropriate, and those who are invited by the parents or the school to attend the IEP meeting

9.8. Representatives of any other agencies

9.9. Representative of Part C services. When conducting an initial IEP team meeting for a child who was previously served under Part C of the federal law,