Infusing a Person Centered Approach Into Transition Planning For Students with Developmental Disabilities
This is the first of two white papers reflective of the work of nine separate demonstration sites interested in integrating person-centered practices into the design and delivery of transition services for high school youth who have developmental disabilities. The reader is provided with an overview of the project and a description of the four universal criteria that each site agreed to adhere to as they designed program approaches that were uniquely tailored to their specific demographics. After a look at the transition policy current to 2001, the paper reveals early project findings regarding the strengths and gaps for person-centered transition planning as culled from project reports. A discussion of where person-centered planning “fits” within the transition process is placed in the context of three primary core components that should be reflected in all transition service programs and a model for infusing person-centered planning is offered. Finally, recommendations for implementing or furthering these practices are introduced along with the contact information for each of the participating demonstration sites.
children; college; connecting activities; education; elementary school; exclusion; Free and Appropriate Public Education; General Education; high school; include; included; inclusion; Inclusion; junior high school; learners; middle school; participation; Person-Centered Planning; Postsecondary Education; school to work; school-based learning; schools; Secondary Education; self-determination; Special Ed; special education; special education; students; students with disabilities; Supported Education; teachers; transition; Transition; Transition Planning for Youth; EDIcat7-TPY; transitional; transitioning; university; work-based learning; youth
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