A Plan for Patty
Transition Plan: Grade 8 Student with a Cognitive Disability
Supporting Transitions for Students with Special Education Needs
The objective of a transition meeting
Assistance for the transition
- School board officials, principals, teachers and others involved in planning and providing special education programs and services;
- Students and their families;
- Health care workers, community workers, and others who support students before and after they leave school (Ministry of Education, 2002).
- Identify goals for work, further education, and community living that: reflect actual opportunities and resources available to the student once they leave school; are achievable by the student, given appropriate supports;
- Defines the actions that are necessary year by year to help the student achieve his or her goals; and
- Clarifies the roles and responsibilities of the student, family, and others in carrying out these actions (Ministry of Education, 2002).
The Roles and Responsibilities at the School Meeting
Patty's personal commitment to the transition plan will lead to success through their involvement. Patty will assume responsibility for identifying goals (verbal and social skills) and the steps needed to achieve these goals.
2. Parents, Other Family Members, and Non-Family Advocates:
Parents must be consulted in the development of the IEP and of the transition plan.
3. School System Personnel:
Subject Teachers, Special Education Teachers, Educational Assistants, Teacher-Advisers, Guidance Teachers/Counselors, Cooperative Education Teachers/Coordinators, School Board Special Education Administrators and Psychologists all help in creating a successful transition plan for a student (Ministry of Education, 2002).
Helping to Prepare for the Future
- Specific goals for the student's transition to post-secondary activities. The goals must be realistic and must reflect the strengths, needs, and interests of the student;
- The actions required, now and in the future, to achieve the stated goals. The actions identified must build on the student's identified strengths, needs, and interests;
- The person or agency responsible for or involved in completing each of the identified actions;
- Timelines for the implementation of each of the identified actions (Ministry of Education, 2002).
Ministry of Education. 2002. Transition Planning: A Resource Guide. Retrieved from: https://learn.etfo-aq.ca/content/enforced/45101-A3221EF/docs/transition.pdf?_&d2lSessionVal=RYAcKEfJig1taxCgGutiJthCP&ou=45101.