Professional & Family
Development Series
Compiled by: John R.
Johnson, Ph.D.
Workshop Modules & Materials Index
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This page provides you access to all workshop
modules and materials and additional resources. Point and click on the title
to go to open the document. You may also right click and select “Save Target As…”
to download the file to your computer for later
use. Make sure you note the folder where you saved the file. IMPORTANT: All files on this website require Adobe
Reader to open and print. You may download Adobe Reader for free by clicking
on the Adobe Reader icon below. |
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· Conceptual Models and Essential Elements of Transition Education Programs |
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· Legislative History and Legal Provisions for Transition Planning and Education |
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· Introduction to a Student-Family Focused Transition Planning Process |
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· 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 |
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· Exercise: Developing A Student-Family Focused Transition Plan · Sample Student-Family Focused Transition Plan (Completed) |
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· 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 Parents, 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. |
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Student Development |
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IN DEVELOPMENT (Materials are not
available at this time. Sorry for any inconvenience! |
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Interagency Communication, Collaboration, & Cooperation |
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IN DEVELOPMENT (Materials are not
available at this time. Sorry for any inconvenience!) |
Copyright
© 2003 John R. Johnson, All Rights Reserved