Transition Services For Students in Special Education
The Individuals with Disabilities Education Act of 2004 addresses regulations regarding transition services for children with disabilities. Transition services are designed to focus on improving academic and functional achievement of the child, is based on the individual’s needs, and provides instruction and experiences vital for employment and independent living. The goal of transitional services is to prepare students with disabilities for adult living and may provide instruction in functional living skills, social and community skills, work skills and self-advocacy skills. In most states, these services can be provided up to the age of 21 or when the student meets his/her goals and objectives, which should be detailed in the student’s IEP (Individualized Education Program).
Read more about this topic: Special Education In The United States
Famous quotes containing the words transition, services, students, special and/or education:
“A transition from an author’s books to his conversation, is too often like an entrance into a large city, after a distant prospect. Remotely, we see nothing but spires of temples, and turrets of palaces, and imagine it the residence of splendor, grandeur, and magnificence; but, when we have passed the gates, we find it perplexed with narrow passages, disgraced with despicable cottages, embarrassed with obstructions, and clouded with smoke.”
—Samuel Johnson (1709–1784)
“Those services which the community will most readily pay for, it is most disagreeable to render.”
—Henry David Thoreau (1817–1862)
“President Lowell of Harvard appealed to students ‘to prepare themselves for such services as the Governor may call upon them to render.’ Dean Greenough organized an ‘emergency committee,’ and Coach Fisher was reported by the press as having declared, ‘To hell with football if men are needed.’”
—For the State of Massachusetts, U.S. public relief program (1935-1943)
“I think those Southern writers [William Faulkner, Carson McCullers] have analyzed very carefully the buildup in the South of a special consciousness brought about by the self- condemnation resulting from slavery, the humiliation following the War Between the States and the hope, sometimes expressed timidly, for redemption.”
—Jimmy Carter (James Earl Carter, Jr.)
“How to attain sufficient clarity of thought to meet the terrifying issues now facing us, before it is too late, is ... important. Of one thing I feel reasonably sure: we can’t stop to discuss whether the table has or hasn’t legs when the house is burning down over our heads. Nor do the classics per se seem to furnish the kind of education which fits people to cope with a fast-changing civilization.”
—Mary Barnett Gilson (1877–?)