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IEP and Long Range Planning
1. The IEP as the vision of the student/parent
2. Transition services recognize that educational planning goes
beyond 12
months
3. A statement of transition service needs is the identification and
planning for the courses required, elective or specifically
designed) as
well as the school or community that the student
will be taking from 14
years of age on.
4. A statement of needed transition services is not meant to be
separate
from the IEP but rather the basis for an individualized
long range plan
and a one year individualized education program
both of which are a
blueprint for the student's future.
5. Much of the difficulty in trying to infuse transition service
requirements into the IEP stems from educators attempting to
develop
strictly a one year plan without taking the time or having
the
perspective of a long range plan.
6. The IEP planning process includes discussion and selection of
appropriate strategies for instruction, community experiences,
employment and adult living.
7. The IEP process promotes student empowerment which
enhances
self-determination within the IEP process.
8. Student self-evaluation is part of assessment and planning.
9. REALISTIC choices come from opportunities for realistic
EXPERIENCES
10. Administrators, teachers, policy makers understand that FORM
follows
PROCESS.
Collaboration
1. Planning for transition services requires communication,
collaboration, coordination among families, students, schools,
agencies,
providers and communities.
2. Transition service language in IDEA presumes a willingness and
attitude on the part of: families, students, schools, agencies,
providers, and communities to come together: communicate,
coordinate,
plan, and make decisions, as well as share
responsibilities and
resources based upon what is needed by
and in the best interest of each
student.
3. No one single entity (schools, agencies, service providers) can
by
themselves plan for prepare, nor provide everything that will
prepare
students to live and fully take part in the adult world.
4. It is difficult, if not impossible, to legislate or mandate
communication, coordination and cooperation.
5. The success of planning for transition services depends on the
willingness and effectiveness with which students, families,
educators,
agencies, providers and others are able to plan for
and achieve the
students vision for their future.
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