STUDENT-FAMILY FOCUSED TRANSITION EDUCATION & PLANNING

Professional & Family Development Series

Compiled by: John R. Johnson, Ph.D.

Student-Family Focused Planning

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Module	Title
	· Introduction to a Student-Family Focused Transition Planning Process
	· Designing and Planning a Student-Family Focused Transition Education Plan: 15 Critical Steps · Where to begin? 50 Benchmarks and Starting Points for Working with Families
	· Exercise: Developing A Student-Family Focused Transition Plan · Sample Student-Family Focused Transition Plan (Completed) · Sample Student-Family Focused Transition Plan (Blank) · Sample Needs Analysis · Sample Transition Action Plan
	· Parent and Family Guide To Transition Education & Planning: What Parents And Families Need To Know About Transition Education And Planning - An Insider’s Perspective · Parent/Family Transition Planning Checklist (This checklist provides a list for parents and family members for evaluating the content and quality of their child’s transition plan) · Transition Planning Questionnaire For Families & Students With Disabilities · Transition Planning Workbook For Families & Students With Disabilities This workbook provides some tools that family members may use to plan for the future of their child with a disability when they reach adulthood. It includes the parent checklist listed above and resources that families may find useful. This workbook includes the following sections: PART 1: Expectations for the Future - a questionnaire that will help you identify your expectations for your child by the time he/she is 25 years old in 53 areas of adult functioning. *PART 2: The MOST IMPORTANT* Areas for Transition Planning – a checklist that helps you identify the 10 most important areas of adult functioning that you want to be the focus of your child’s IEP/transition plan. PART 3: Expected Levels of Performance – will help you identify your expectations for the level of support (independence) your child will need by age 25 in the 10 most important areas for transition planning you checked in Part 2 of the workbook. PART 4: Instructional Goals & Objectives – is a worksheet that provides you the opportunity to set some goals and objectives leading to the 10 most important transition outcomes you checked in Part 2 of the workbook. This worksheet should be completed with help from your child’s teacher and transition team. PART 5: Instruction, Assistance, Support, Services And Accommodations Needed – provides you the opportunity to discuss with your child’s teacher, transition team and representatives from other community service agencies (e.g., Department of Rehabilitation, Developmental Disability Agencies, Adult Service Agencies, Social Security) the kinds of instruction, assistance, support, services and accommodations that will help your child achieve the outcomes you expect and hope for that you checked in Part 2 of the workbook. PART 6: Vision Statement For The Future -** is a written description of what you see and hope for your child’s future by the time she/he is 25 years old that includes a description of what you see him/her doing, where he/she will be doing it, who he/she will be with, what kind of support or assistance may be needed, and who may be providing the support or assistance needed.

COMPLETE LISTING OF SFTEP MODULES & MATERIALS

SFTEP Modules

Foundation of a Transition Education Perspective

Student Development

Interagency Communication, Collaboration, & Cooperation

Transition Systems & Program Structure

Additional Resources

SFTEP HOME

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