Integrating Essential Elements of Person-Centered Transition Planning Practices Into the Development of the Individualized Education Program With All Students with Disabilities
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This is the second of two white papers that were developed to look at the potential for integrating a person-centered approach into the design and implementation of transition planning with individuals with disabilities in high school across nine demonstration sites in New York State. While the first paper, Infusing a Person-Centered Approach into Transition Planning for Students with Developmental Disabilities, 2001, looked at the barriers present within and between systems of support, this paper provides a deeper view of the strategies, methods and approaches that proved to be effective in supporting and/or sustaining person-centered practices within the Individualized Education Program (IEP) process. Through an emphasis on the need to utilize post-school outcomes as a basis for transition planning, a real example is provided to highlight the contrast between the use of person-centered practices in the development of an IEP and the use of typical special education programming. A model that overlays person-centered practices into the existing IEP process is suggested along with several suggestions proven effective in leading to seamless transition across the school experience. The paper concludes with a review of the data across the project life (1998-2000) identifying the accomplishments and challenges experienced by project participants, as well as overall recommendations to the field.
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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