One of the main elements of an IEP transition plan, according to deFur (2000), is to take an “early, long range approach” to the student’s future
One of the main elements of an IEP transition plan, according to
deFur (2000), is to take an “early, long range approach” to the
student’s future. “IDEA requires that the IEP team carefully
consider post-school goals when the student is about to enter high
school at age 14.” By age 16 those goals need to be coupled with a
“statement of transition services” as part of the student’s IEP (p.
2, para. 2). Also, the importance of promoting self-determination
in the transition plan is paramount. If the student’s IEP plans do
not correlate with his or her dreams, motivations, strengths, etc.,
then it is less likely the plan will be an effective one. One of
the goals behind this is also to get the student on the right path
to future employment. Being that most high schoolers do not always
know what they want to do, it is part of the IEP transition plan
team’s job to help in getting the student involved and active in
discovering what they are passionate about.
Teaching self-determination skills to student’s with special needs starts with knowing the student and what motivates them. Wehmeyer (2002) states that in order to build self-determination, you must address the knowledge, skills, and attitudes needed for students to effectively take responsibility for their lives. If you have something to base their self-determination on then the chances they will find success and work hard for their goals increase dramatically.
Getting students with disabilities to believe in themselves and to have a growth mindset is not always easy and almost always has its challenges. The student will often get frustrated with their inability to solve a problem or focus on a certain project, but it is the teacher’s responsibility to ensure the student understands that they can accomplish the goals that have been set with hard work. With that in mind, it is important to make those goals realistic and reasonable in regards to the student’s disability and its severity.
According to Turnbull et al. (2016), there are some guidelines to promoting self-determination in students. They include student-directed goal setting, goals based on student interests and strengths, and job development beginning with student input (p. 202). It is important that the student knows they are the driving force behind their success. This, in turn, will give them the confidence and determination to accomplish the goals they made for themselves. “Self-determined people are actors in their own lives instead of being acted upon by others” (Wehmeyer, 2002, p. 2.).
References:
deFur, Sharon. 2000. Designing individualized education program (IEP) transition plans. ERIC Digest #E598.
Turnbull, A., Turnbull, R., Wehmeyer, M.L., & Shogren, K.A. (2016). Exceptional lives: Special education in today’s schools (8th ed.). Upper Saddle River. Pearson.
Wehmeyer, M., & ERIC Clearinghouse on Disabilities and Gifted Education, R. V. (2002). Self-Determination and the Education of Students with Disabilities. ERIC Digest.
Teaching self-determination skills to student’s with special needs starts with knowing the student and what motivates them. Wehmeyer (2002) states that in order to build self-determination, you must address the knowledge, skills, and attitudes needed for students to effectively take responsibility for their lives. If you have something to base their self-determination on then the chances they will find success and work hard for their goals increase dramatically.
Getting students with disabilities to believe in themselves and to have a growth mindset is not always easy and almost always has its challenges. The student will often get frustrated with their inability to solve a problem or focus on a certain project, but it is the teacher’s responsibility to ensure the student understands that they can accomplish the goals that have been set with hard work. With that in mind, it is important to make those goals realistic and reasonable in regards to the student’s disability and its severity.
According to Turnbull et al. (2016), there are some guidelines to promoting self-determination in students. They include student-directed goal setting, goals based on student interests and strengths, and job development beginning with student input (p. 202). It is important that the student knows they are the driving force behind their success. This, in turn, will give them the confidence and determination to accomplish the goals they made for themselves. “Self-determined people are actors in their own lives instead of being acted upon by others” (Wehmeyer, 2002, p. 2.).
References:
deFur, Sharon. 2000. Designing individualized education program (IEP) transition plans. ERIC Digest #E598.
Turnbull, A., Turnbull, R., Wehmeyer, M.L., & Shogren, K.A. (2016). Exceptional lives: Special education in today’s schools (8th ed.). Upper Saddle River. Pearson.
Wehmeyer, M., & ERIC Clearinghouse on Disabilities and Gifted Education, R. V. (2002). Self-Determination and the Education of Students with Disabilities. ERIC Digest.
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