Download Adults with disabilities: international perspectives in the by Paul Retish, Shunit Reiter PDF

By Paul Retish, Shunit Reiter

This publication matters the method of transition that all of us make all through our lifetime, and the required talents people with disabilities have to functionality open air of faculty. The publication illustrates that the issues of transition aren't only for folks with disabilities, yet for everybody. attractiveness of modifications, knowing that our perceptions is probably not actual, and the power to be sincere with each other are proven to be key components in aiding transition.

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Additional info for Adults with disabilities: international perspectives in the community

Sample text

IDEA is specific about the responsibility of the local education agency about transition planning. 18 the law states: The IEP for each student, beginning no later than age 16 (and at a younger age, if determined appropriate), must include a statement of transition services.... (Sec. 346) (a) As used in this part, ''transition services'' means a coordinated set of activities for a student, designed within an outcome-oriented process that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

These experiences proved unsuccessful because of the complexities of his dual sensory disability. He needed the specialized services provided in supported employment including assessment, job matching, intensive job site training, consistent fading strategies, and follow-along support. The dining room attendant position was targeted because Larry expressed the desire to work in a fast-food restaurant. His duties include maintaining a clean dining room, replenishing the condiments and cold bar, and checking the restrooms for cleanliness.

Case Management Traditionally, rehabilitation counselors working with a public agency have assumed a primary responsibility related to case management (Neal & Bader, 1991). As a member of a transition planning team, the counselor should also ensure dissemination of accurate information to parents and educators. For example, here are some typical responsibilities of a case manager: ·Develop vendorship and purchase of service agreements ·Establish local agreements with key agencies ·Participate in local interagency transition planning ·Provide inservice training to school personnel and parents on the federal and state vocational rehabilitation criteria for eligibility and provision of services ·Attend Individual Transition Planning meetings ·Serve as a member of the transition team throughout the secondary years ·Gather and interpret vocational assessment information ·Coordinate and monitor supported employment placement of postsecondary students ·Identify referral needs and ensure referrals are made to the appropriate agencies and or services Transition planning involves many different members of the educational team and the community as well as the choice of students and family members.

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