Blackboard Student Access Code Card (Generic Course-Specific)
Carol A. Kochhar-Bryant, The George Washington University
Stan Shaw

ISBN-10: 0205496431
ISBN-13: 9780205496433

Publisher: Merrill
Copyright: 2007
Format: Paper; 128 pp
Published: 06/27/2006

This item has been upgraded to What Every Teacher Should Know About: Transition and IDEA 2004.

Introduces practitioners and pre-service instructors to transition services and the new transition requirements for secondary students under IDEA 2004. 

 

This brief book advances a new vision of transition as a unifying framework for post-secondary planning for youth.  Using side-by-side frameworks, it explains the connections between transition services and standards-based education, as well as the connections between IDEA 2004 and the No Child Left Behind Act.  The book provides an introduction to the new Summary of Performance (SOP) that is required by every school district for all youth with disabilities who have IEPs, and will present a first of its kind template for a nationally ratified SOP available to state and local educational agencies.  This book is for all who work with special needs students in secondary schools and those preparing youth for transition to post-secondary education and employment, including special and general education teachers, school and guidance counselors, transition coordinators, administrators and many others. 

  • Provides readers with a concrete understanding of how transition services and post-secondary goals serve as a unifying framework for individualized education planning, blended within a standards-based framework.
  • Side-by-side frameworks make clear for readers the connections between the IDEA 2004 transition requirements and NCLB.
  • Essential transition services are described in a ‘pathways’ framework to fit the different needs of youth, enabling readers to understand the spectrum of transition services in the context of individualized students’ needs and IEPs.
  • Defines the new IDEA 2004 Summary of Performance requirements and provides a unique, sample template, aiding student understanding of the SOP requirement.
  • Case examples and illustrations in each chapter will help readers apply the information to real students.

1. What is the Purpose of This Book?      

 

2. Why is Transition Important for Youth and Who Benefits? 


 Summary of Conditions For Youth     
 How Many Youth With Disabilities Enter Work After High School?         
 Preparing Youth for Postsecondary Education    
 Youth Participation and Outcomes of Post-Secondary Education         
 Continuing Need for Individualized Transition Planning  
 Who Benefits From Transition Services?   

 

3. Is Transition a New Idea?      

 A Thumbnail History       
 Defining Transition: An Evolving Idea
 Recent Efforts to Expand Transition     
   
4. What Changes In the Laws Affect Transition? IDEA 1997 & 2004, NCLB, and the Rehabilitation Act  

 Changes in IDEA from 1997 to 2004
 How Does NCLB and the Rehabilitation Act Support Transition?          
 NCLB Supports Transition for At-Risk Populations 
 How Does the Rehabilitation Act Support Transition? 

 

5. What Changes For Youth As They Move From Secondary Postschool?       

 Postschool Choices for Youth With Disabilities
 Self-Advocacy Skills Needed For Post-Secondary Participation: It’s Up To The Student    
 Age of Majority: Transfer of Rights to the Student   
 Laws Governing Secondary And Post-Secondary College Settings Are Different: Section 504    

 

6. What is Transition Under IDEA: A Comprehensive Planning Process?        

 What Does IDEA 2004 Require?
 IDEA 2004 and Beyond: Backward Planning for Transition         
 Transition Is a Comprehensive Individualized
 Planning Process: Applying Universal Design   
 Understanding a ‘Coordinated Set of Activities Under IDEA         
 Determining Needed Transition Services: Use of Assessment in Transition      

 

7. How Does The IEP Team Help The Student Prepare For Transition?         

 The IEP Team
 Role of the Student
 Role of the Parents and Family
 Role of the Local Educational Agency
 What Professionals Collaborate For Transition?  

 

8. How Is the Transition Plan Developed?    

 Writing the Transition Component in the IEP: Phase 1, Age 14-15
 Writing the Transition Component in the IEP: Phase 1, Age 16 and Beyond
 Writing Postschool Goal Statements
 Linking the Transition Goals and Objectives to the Educational Program (Course of Study)
 Case Illustrations For a Coordinated Set of Activities   

 

9. What Is the Role of Interagency Coordination in Transition?         

 How Can the Student Get Help From Non-School Agencies in the Last Year of High School?    
 How is An Interagency Agreement Developed?   
 Involving Agencies in the IEP Process     
 What Is the Role of the Local Interagency Transition Planning Council?       
 Getting Started in the Community     
 Using Interagency Evaluation Information for Transition Systems Change         

 

10. How Can Transition and Standards-Based Education Be Blended?          

 How Do NCLB And IDEA Differ In Principles and Policies?         
 How Does Transition ‘Fit’ With Standards-Based Education?         
 Transition as a Unifying Framework    
 Blending multiple standards      

 

11. What Is the New Summary of Performance Under IDEA 2004?         

 The Legal Mandate: Section 504 and the ADA   
 Changes In Diagnostic Information Required Of
 Secondary Schools 
 Strengthening the Bridge: Why A Summary of Performance?         
 Goal of the SOP        
 Structure and Development of the SOP    
 How Can the SOP Help the Student?      
 What Information Is Included In the SOP?    
 Linking the SOP With the IEP Process     
 What Is The Timeline For Producing An SOP?   
 The Summary of Performance Model Framework   

 

References

 

Appendices

 Appendix 1: IDEA 1997 and 2004: Comparison of Provisions Related to Transition
 Appendix 2: The No Child Left Behind Act of 2001: Provisions Related to Transition
 Appendix 3: The Summary of Performance Template

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    Introduces practitioners and pre-service instructors to transition services and the new transition requirements for secondary students under IDEA 2004. 

     

    This brief book advances a new vision of transition as a unifying framework for post-secondary planning for youth.  Using side-by-side frameworks, it explains the connections between transition services and standards-based education, as well as the connections between IDEA 2004 and the No Child Left Behind Act.  The book provides an introduction to the new Summary of Performance (SOP) that is required by every school district for all youth with disabilities who have IEPs, and will present a first of its kind template for a nationally ratified SOP available to state and local educational agencies.  This book is for all who work with special needs students in secondary schools and those preparing youth for transition to post-secondary education and employment, including special and general education teachers, school and guidance counselors, transition coordinators, administrators and many others. 

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