ESE 633 – Week 4 – DQ 1 – Transition Planning

Transition Planning

Student’s name:

Professor’s name:

Course title:

Date of submission:

Transition Planning

Children with disabilities need proper attention when moving from one step to another step. In this, a transition planning should be made that fits the needs, preference and interests of the student. The transition plan should be made at the right age in order to fully benefit child with disability. Some of the questions that may be asked during the transition plan meeting include;

• Is it important to start transition planning at an early age?
• What will happen if the transition plan delayed in child’s life?
• What are some of the activities that need to be provided during transition planning?

Since transition planning is important for in the improvement of postsecondary results, it is therefore important to have transition planning at an appropriate age.  Although Disabilities Education Act (IDEA 2004) states that transition planning should start at the age of 16, transition planning should even start earlier. Transition planning should start at the age of around 14 years depending on the needs of the children with disabilities and the activities that are supposed to be provided (Field, Jette & Institute of Medicine (U.S.), 2007).

If the transition planning is delayed in the life of the children, say past age of 16, the post secondary success of the student will not be attained. The children will produce poor results in the work they will be doing after secondary school education. According to Smith (2005), many students with learning disabilities can benefit from transition planning activities that begin in middle school.

At the transition planning age, different activities are supposed to be provided to the children with disabilities. One of the activities that need to be provided to the students with disabilities during transition planning includes training in self-advocacy skills. Self advocacy skill play a great role in the post-school success of the students with disabilities by equipping the student with relevant skills that makes him or her proficient in different areas (Brown-Chidsey & Steege, 2010).

References

Brown-Chidsey, R., & Steege, M. W. (2010). Response to intervention: Principles and strategies for effective practice. New York: Guilford Press.

Field, M. J., Jette, A. M., & Institute of Medicine (U.S.). (2007). The future of disability in America. Washington, DC: National Academies Press.

Smith, S. (2005). IDEA 2004: A parent handbook for school age children with learning disabilities. Bloomington, Ind: AuthorHouse.