Transition Planning for Students with Significant Disabilities

1997 ◽  
Vol 12 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Elizabeth E. Getzel ◽  
Sharon deFur
Keyword(s):  
Transition Planning ◽  
Significant Disabilities ◽  
Students With Significant Disabilities

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

2020 ◽  
pp. 088840642092158
Author(s):  
Jennifer A. Kurth ◽  
Heather Allcock ◽  
Virginia Walker ◽  
Amy Olson ◽  
Deborah Taub
Keyword(s):  
Teacher Preparation ◽  
Teacher Development ◽  
Inclusive Education ◽  
Delphi Study ◽  
Faculty Perceptions ◽  
Significant Disabilities ◽  
Preparation Period ◽  
Essential Skills ◽  
Education Of Students ◽  
Students With Significant Disabilities

Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.

How Vocational Rehabilitation Transition Specialists Influence Curricula for Students With Severe Disabilities

2016 ◽  
Vol 60 (2) ◽  
pp. 88-97 ◽  
Author(s):  
Anthony J. Plotner ◽  
Stacy K. Dymond
Keyword(s):  
Vocational Rehabilitation ◽  
School Environment ◽  
Planning Process ◽  
Transition Planning ◽  
Service Providers ◽  
Severe Disabilities ◽  
Significant Disabilities ◽  
Adult Service ◽  
Students With Severe Disabilities ◽  
Curriculum Decisions

According to decades of research on secondary transition for individuals with disabilities, cross-agency collaboration with adult service providers is an integral element of positive post-school outcomes. While much has been written about the general functions of vocational rehabilitation (VR) professionals and their part in the transition planning process, limited research has explored the role these professionals play in curriculum decisions, particularly for students with the most significant disabilities. Through the use of semi-structured, face-to-face interviews, the authors explain the work of six transition specialists in a midwestern state who are jointly funded by VR and the respective local education agencies with which they work. Specifically, their influence on the development and implementation of transition-related curricula for students with severe disabilities is addressed. Participating VR transition specialists reported that they influence curricula through a collaborative approach, and focus on resource and knowledge sharing. These professionals also reported delivering several direct-service activities to students inside and outside of the school environment.

scholarly journals KEEPING OUR STUDENTS SAFE DURING SCHOOL CRISES

2019 ◽  
Vol 38 (1) ◽  
pp. 1-9
Author(s):  
Dusty Columbia ◽  
Laura S Clarke ◽  
Kimberly Weber
Keyword(s):  
Critical Issue ◽  
Systematic Instruction ◽  
Related Event ◽  
Significant Disabilities ◽  
Intensive Instruction ◽  
Significant Disability ◽  
School Crises ◽  
And Behavior ◽  
Behavior Supports ◽  
Students With Significant Disabilities

As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

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