CHERYL DAVIS SPED 500 RESE

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Jackson State University *

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Psychology

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Dec 6, 2023

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CHERYL DAVIS November 29, 2023 SPED 500 Research the secondary transition services for students with disabilities focus on students with Significant Cognitive Disabilities (SCD) and transition for post-high school. The report should provide descriptive information about Secondary Transition to Post High School environments: (1) an in-depth description of the services in the State and your district, (2) what is secondary transition? (3) why is it important for school personnel to help students transition from secondary to post-high school? (4) list and describe the five components of the Taxonomy for Transition Programming; (5) explain why self-determination is important for students with disabilities. You must conclude the report by creating a secondary transition plan for students with significant cognitive disabilities. You must include your philosophy about secondary transition for students with SCD and who should be responsible for ensuring that the students are prepared for post-high school outcomes based on your research.

To investigate additional relocation management for students with disabilities, focusing on students with severe cognitive impairment (SCD) who relocate after high school. The report must include meaningful information regarding the status of the relief transfer to the post high school: (1) A detailed description of the state and your local government, (2) What the relief transfer is. What is it? (3) Why is it important for schoolteachers to help students transition from secondary school to secondary school? (4) List and present the five elements of the scientific classification of behavior programming. (5) Clarify why self-determination is important for students with disabilities. Interventions for students with significant cognitive impairments must be implemented to complete the report. You need to integrate your logic into SCD support activities and prepare faculty for post- baccalaureate outcomes based on your research. Special Education Teacher: Provides data on student qualifications, past performance, and current IEP progress. · Provide methods for successful undergraduate training and consider appropriate accommodations and accommodations to enable undergraduate students to effectively access and progress in general education programs. · Suggest thinking courses and educational encounters related to students' preferences and interfaces, providing them with the foundation and skills to achieve their desired goals after school. · Distinguish the necessary related administrations. · Provide appropriate input regarding relocation services and post-secondary office, administrative and/or support needs and integrate them into the IEP. · Connect students and parents with appropriate afterschool administrators, providers, or organizations. I recently graduated from high school. · Assist individuals, offices, administrations, or programs in relocation arrangements. LEA Representative:

Support the special and general education staff. Allocate the necessary resources to ensure that the IEP is implemented. Agency’s Representative Provides data on community or adult management and underlying management and eligibility criteria (e.g. university support management and financial aid, professional recovery management, family management, motivation for social security activities). · Aid in clarifying the contrast between the importance of school programs and the qualifications of adult administrators. · Support evaluation by the community and adult supervisors to help substitutes achieve their after-school goals. · Assist substitute students and families in the preparation of applications for support and supervision at universities, preparatory schools, or adult management institutions, as appropriate. · Alert families and schools that records may be placed on administrative hold. · If necessary, serve a second student before leaving school. 2. What is the secondary transition? Movement is an essential part of all students' educational participation. Transitions from classroom to classroom, school to school, or environment to environment can be exciting and promising, but for many students with disabilities and their families, they can be stressful and uncomfortable daily. is. People with disabilities regularly experience different journeys throughout the school years: from preschool to elementary school, from elementary school to middle school, from middle school to high school, and finally from high school to adulthood. This last transitional stage is called auxiliary movement. Why is it important for school personnel to help students plan for post-school transitions? Assisted relocation is a transition period between high school and adulthood. It is usually an important step, as it can be a difficult task in the adult world. Full of new schedules, modern situations, and characters. Teachers are critical in this remedy, as they can help reduce the anxiety associated with the transition to the real world in some cases.

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School teachers are critical in setting goals and providing students with the skills they need to achieve those goals as adults. Arrangements make travel easier and prepare students for more wins. 4. List and describe the five components of the Taxonomy for Transition Programming. Scientific classification is a research-based system used in the field of aid work to guide the further development, implementation, and evaluation of aid work programs. The academic classification includes five basic areas: (a) student-centered organization, (b) student support, (c) family collaboration, (d) program structure, and (e) interinstitutional collaboration. It will be. a. Program Structure - Essential basic components for school personnel to perform transfer management. This must be entered for the rest of the scientific classification to work. BC Student-Centered Planning – Identify student goals and intersections and provide support to achieve them. c. Substitute Development – Identify the skills, behaviors, and information that substitutes need to be successful and provide support to substitutes to develop those skills. d. Family Involvement – Efforts by the family to effect change for the child to make a long-term arrangement. e. Interagency collaboration – Determine where in the community a stand-in will be important to bring about change. 5. Explain why self-determination is important for students with disabilities. Self-determination is important for many reasons, but the most important reason is that it creates security and freedom. Many of the things we think of as exciting can be overwhelming for students with disabilities. So, it's important to find out what these young people need to do and help them get there.

We need these students to become dynamic individuals who shape their lives, so it's important to incorporate self-determination skills into the classroom.

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