Post Secondary Transition for High School Students with Disabilities

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The Post Secondary Transition For High School Students with Disabilities refers to the ordinance that every public school district in the United States must provide all students with disabilities ages 3 through 21 with an individualized and free appropriate public education in the least restrictive environment. President Gerald R. Ford established this right when in 1975 he signed Public Law 94-142, the Education of All Handicapped Children Act (EAHCA). Parents of children with disabilities and other advocates hailed EAHCA as the "education civil rights act" for their children. Public education gives students with disabilities the opportunity to succeed in life. [1] Specific language on transition was included in the Individuals with Disabilities Education Act (IDEA) of 1990, and again in the IDEA Amendments of 1997. [1] Special education programs in public schools within the United States receive several different funds through federal and state levels to support the programs.

Contents

History

The Act was reauthorized in 1983, 1990, 1997, and 2004. In 1997 the Act was renamed the Individuals with Disabilities Education Act. Most recently, President George W. Bush signed the Act into law on December 3, 2004 (Public Law 108-446).

Public Law 108-446, the Individuals with Disabilities Education Act of 2004, is known as IDEA 2004. [2] Following enactment, the U.S. Department of Education took nearly two years to develop the federal regulations to answer common questions about critical parts of the law. The final draft of the federal regulations was published on August 14, 2006, and took effect 60 days later, October 13, 2006. To some extent, the federal regulations clarify how the law should be put into practice. In some areas the final implementation of the law is up to the state educational agencies (SEAs) and local educational agencies (LEAs) - the public school districts.

IDEA 2004 continues granting students with disabilities the right to a public education. IDEA 2004 continues regulating the special education services provided to these students through the SEAs and the public schools. Most notably, IDEA 2004 emphasizes preparing students with disabilities, ages 16 (or younger) through 21, for life beyond high school.

From “Get’em In” – to “Get’em Through” – and Now “Get’em Ready!”

Push-in Vs. Pull-Out Services in Special Education

Push-in vs. Pull-out services in Special Education are the way the services are presented at an IEP or 504 meeting and the action of putting your child into them. The law of "Get'em in" to "Get'em through" and now "Get-em ready!" was intended to improve understanding of the needs of students with disabilities. Otherwise known as pull-out and push-in services to open the doors of public schools to students with disabilities and the services. Pull-out services mean specialists that work closely with students outside the general education classroom like instructional support or related services provided in small or individual settings. [3] Some examples include speech therapy, occupational therapy, counseling and reading specialist groups. Push-in services mean specialists who work closely inside the general education classroom. [3] Some examples include inclusive education where there is a special education teacher, general education teacher, and others working together like therapists, paraprofessionals, general education students and specialists. [3] Working collaborator together in the classroom provides the students with opportunities in general education, inclusively. Pull-in helps students not miss any opportunities in the classroom. Pull-out services can create good opportunities for students who need more one-to-one services but the student can miss out on full class engagements. The overall intent of the law changed over time in keeping with increasingly improved understandings of the needs of students with disabilities. The purpose to get students in services in and out of the school so the ability of life skills is increased.

Further Underscores Transition

IDEA 2004 builds upon the amendments and reauthorizations of 1983, 1990, and 1997, clarifies the concept and position of transition, and strengthens the future-focus of special education services. IDEA 2004 indicates one of its purposes is “…to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for furthereducation, employment and independent living…” (author emphasis). The keyword “further” emphasizes the direction and purpose and expected results of this special education legislation. IDEA allows students with disabilities to have an Individualized Education Plan (IEP) in which is "a formal a contract outlining the services and support the school will provide in order for the child to benefit from the educational program". [4] An IEP helps families put their child into the public school system and receive free services during the school day. Some examples of services include, Occupational Therapy, Physical Therapy, Speech Language Pathologists, Behavioral Specialists, Reading and Writing Specialists and more. An IEP is a formal contract that states the students educational goals, their current academic standings and how the student will participate in the general education curriculum. IDEA allows students with disabilities to be in public education from the age of 3 to 21 years old, receiving quality services to improve their academics and unique abilities.

From Breaking Down the Walls to Looking Beyond the Walls

Educational Near-Sightedness No Longer

No longer will teachers be permitted to restrict their vision of education to the four walls of the classroom and the four years of high school. The focus is on the future. One constraining influence is the ‘other’ education legislation - the No Child Left Behind Act of 2001 (NCLB). NCLB constantly pulls special education services and resources towards standardized testing and improving test scores. IDEA 2004 continuously counteracts by emphasizing individualized education and individualized preparation of individual children with disabilities for their individual lives in their individual communities beyond high school.

IDEA 2004 and the accompanying regulations most clearly reflect the focus on the future through the many uses of the word “transition” when it comes to directing the high school education and activities of children with disabilities: transition, transition planning, transition assessments, transition services, transition service providers.

An effective transition plan, in the eyes of many, drives middle school students’ and high school students’ IEPs Individualized Education Programs (IEPs). IDEA 2004 highlights post-secondary goals and putting in place transition services, including courses of study, to facilitate the student’s movement from high school to post-high school life.

EI to ECE Transition in IDEA 2004

Within IDEA 2004, the word “transition” has several different definitions according to its context in the Act. In IDEA 2004, transition describes the process of a young child moving from early intervention services (EI) to early childhood education (ECE). In this EI to ECE process, transition indicates moving young children from one environment, set of services, and service personnel to another: “…the steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.” It also indicates moving from one set of entitlements to another, “…a child who is transitioning from Part C of the Act to Part B and is no longer eligible for Part C services because the child has turned 3…” (See .)

Post Secondary Transition in IDEA 2004

When talking about post-secondary transition the context is that students with disabilities have their public education and services on their IEP until the age of 21 years old. Post-secondary transition under IDEA allows transition services that are designed for the person and their specific oriented process, taking into account the child's strengths, preferences, and interests including; Instruction; Related services; Community experiences. [5] Unlike the EI services to ECE transition, the high school students only start in the position of receiving entitlements – entitlements to services. The students who leave, whether by graduation, aging out, or dropping out, leave on a condition of possible eligibility for services, with no guarantee by law that they will continue to receive services. One of the consequences, then, is an urgency to help students with disabilities make the most of the time they are in high school, while some funding, at least, is available, to prepare for post-high school life. Before leaving high school, parents have to sit down with their child's IEP team and make life decisions that will be supported by the school system till age of 21. These decisions are hard on parents for where the family is going to send their child next whether it be continuing education, employment, community experiences, or maybe all.

IDEA 2004 Citations Related to Post-Secondary Transition

References to the Act and the corresponding regulations within this article on post-secondary transition are from FR Doc 06-6656 [Federal Register: August 14, 2006 (Volume 71, Number 156)] [Rules and Regulations [Page 46539-46845] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [DOCID:fr14au06-14]. Please see .

Transition Services, Post-Secondary Goals, and Transition Assessments

When talking about post-secondary transition the context is that students with disabilities have their public education and services on their IEP until the age of 21 years old. Post-secondary transition under IDEA allows transition services that are designed to the person and their specific oriented process, taking into account the child's strengths, preferences, and interests including; Instruction; Related services; Community experiences. [5] Unlike the EI services to ECE transition, the high school students only start in the position of receiving entitlements – entitlements to services. The students who leave, whether by graduation, aging out, or dropping out, leave to a condition of possible eligibility for services, with no guarantee by law that they will continue to receive services. One of the consequences, then, is an urgency to help students with disabilities make the most of the time they are in high school, while some funding, at least, is available, to prepare for post-high school life. Before leaving high school, parents have to sit down with their child's IEP team and make life decisions that will be supported by the school system till age of 21. These decisions are hard on parents for where the family is going to send their child next whether it be continuing education, employment, community experiences, or maybe all.

These include: “(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include--

“(aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate independent living skills;

“(bb) the transition services (including courses of study) needed to assist the child in reaching those goals…”

Transition Services

Section 300.43 Transition services include:

“(a) Transition services means a coordinated set of activities for a child with a disability that—

“(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

“(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes--

“(i) Instruction;

“(ii) Related services;

“(iii) Community experiences;

“(iv) The development of employment and other post-school adult living objectives; and

“(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

“(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

“(Authority: 20 U.S.C. 1401(34))”

Transition – IEP Participants

“b) Transition services participants.

“(1) In accordance with paragraph (a)(7) of this section, the public agency must invite a child with a disability to attend the child's IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under Sec. 300.320(b).

“(2) If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child's preferences and interests are considered.

“(3) To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.”

“2) For a child with a disability beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, the notice also must

“(i) Indicate--

“(A) That a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with Sec. 300.320(b); and

“(B) That the agency will invite the student; and

“(ii) Identify any other agency that will be invited to send a representative.

“(2) Parental consent, or the consent of an eligible child who has reached the age of majority under State law, must be obtained before personally identifiable information is released to officials of participating agencies providing or paying for transition services in accordance with Sec. 300.321(b)(3).”

Non-LEA Agencies Not Meeting Transition Commitments

“(c) Failure to meet transition objectives—

“(1) Participating agency failure. If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with Sec. 300.320 (b), the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.

“(2) Construction. Nothing in this part relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to children with disabilities who meet the eligibility criteria of that agency.”

State Performance Plans Put “Teeth” Into IDEA 2004 Transition Requirements

Where’s the teeth? As of 2005, the federal government will monitor transition plans for students with disabilities. The anticipated results of the monitoring will be improvements in the post-school results for students with disabilities, made possible through the improvement of in-school educational programs.

Monitoring

The monitoring will happen through three related vehicles.

State Performance Plan (SPP) (and especially Indicators 1, 2, 13 and 14)

--Annual Performance Report (APR)

--Continuous Improvement Focused Monitoring Process (CIFMP)

Early years of the monitoring focus on establishing a baseline for transition plans, and beyond that, the federal and state governments will be using the data collection and analysis results to approve, inform, direct, and assist local school districts in the improvement of their educational programs.

Transition for Students Means a Transition for Teachers

Planning for the future of the individual student often requires a paradigm shift for everyone involved. With the IEP that is in effect the year the student turns 16, the IEPs often make a subtle change from overcoming deficits and approaching developmental norms to post-secondary goals, transition plan activities and transition services that capitalize on the student’s strengths, needs, preferences, and interests.

The special education professional community is working hard to catch up with this change in emphasis, and certainly many believe that it has a long way to go. At this point, nearly 6½ million children receive special education services. However, few college programs, like those at the University of Wisconsin Whitewater (see ) are preparing the next generation of professional educators to become effective in the transition planning and preparation process.

See also

Related Research Articles

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<span class="mw-page-title-main">No Child Left Behind Act</span> 2002 United States education reform law; repealed 2015

The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress promoted by the Presidency of George W. Bush. It reauthorized the Elementary and Secondary Education Act and included Title I provisions applying to disadvantaged students. It mandated standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. To receive federal school funding, states had to create and give assessments to all students at select grade levels.

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<span class="mw-page-title-main">Individuals with Disabilities Education Act</span> United States law

The Individuals with Disabilities Education Act (IDEA) is a piece of American legislation that ensures students with a disability are provided with a Free Appropriate Public Education (FAPE) that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act (EHA) from 1975 to 1990. In 1990, the United States Congress reauthorized EHA and changed the title to IDEA. Overall, the goal of IDEA is to provide children with disabilities the same opportunity for education as those students who do not have a disability.

An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. It is created through a team of the child's parent(s) and district personnel who are knowledgeable about the child's needs. IEPs must be reviewed every year to keep track of the child's educational progress.

<span class="mw-page-title-main">Inclusion (education)</span> Where disabled students spend most of their time with non-disabled students

Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.

Special education in the United States enables students with exceptional learning needs to access resources through special education programs. These programs did not always exist. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.

The right to a Free Appropriate Public Education (FAPE) is an educational entitlement of all students in the United States who are identified as having a disability, guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA).

In the United States, the Individuals with Disabilities Education Act (IDEA) is a special education law that mandates regulation for students with disabilities to protect their rights as students and the rights of their parents. The IDEA requires that all students receive a Free and Appropriate Public Education (FAPE), and that these students should be educated in the least restrictive environment (LRE). To determine what an appropriate setting is for a student, an Individualized Education Plan (IEP) team will review the student's strengths, weaknesses, and needs, and consider the educational benefits from placement in any particular educational setting. By law the team is required to include the student's parent or guardian, a general education teacher, a special education teacher, a representative of the local education agency, someone to interpret evaluation results and, if appropriate, the student. It is the IEP team's responsibility to determine what environment is the LRE for any given student with disabilities, which varies between every student. The goal of an IEP is to create the LRE for that student to learn in. For some students, mainstream inclusion in a standard classroom may be an appropriate setting whereas other students may need to be in a special education classroom full time, but many students fall somewhere within this spectrum. Students may also require supplementary aids and services to achieve educational goals while being placed in a classroom with students without disabilities, these resources are provided as needed. The LRE for a student is less of a physical location, and more of a concept to ensure that the student is receiving the services that they need to be successful.

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<span class="mw-page-title-main">IDEA 2004</span>

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  1. Under the re-authorization of IDEA, effective July 1, 2005, each public agency must ensure that extended school year services are available as necessary to provide Free Appropriate Public Education (FAPE), consistent with paragraph (a)(2).
  2. Extended school year services must be provided only if a child's IEP Team determines, on an individual basis, in accordance with Sec. Sec. 300.320 through 300.324, that the services are necessary for the provision of FAPE to the child.
  3. In implementing the requirements of this section, a public agency may not—
    1. Limit extended school year services to particular categories of disability; or
    2. Unilaterally limit the type, amount, or duration of those services.

The Council of Parent Attorneys and Advocates (COPAA) is an independent national American association of parents of children with disabilities, attorneys, advocates, and related professionals who protect the legal and civil rights of students with disabilities and their families. COPAA has a 22-member Board of Directors who run the organization. Board members are selected to be representative of diversity of COPAA's peer-to-peer network and have significant experience in various aspects of COPAA's work. Currently COPAA has more than 3100 members in all states, the District of Columbia and several territories. Over 90% of all of its members, including professionals, are people with disabilities and/or parents and family members of people with disabilities. COPAA accomplishes its mission largely through the work of its network of volunteers, who are supported by the staff of the organization.

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<span class="mw-page-title-main">Office of Special Education Programs</span>

Originally created as the Bureau of the Education of the Handicapped, the Office of Special Education Programs (OSEP) is part of the U.S. Department of Education. OSEP provides leadership and support for professionals working with children with disabilities. Another critical role of OSEP is to protect the educational rights of children with disabilities from age three through twenty-one. OSEP is supervised by the Office of the Deputy Secretary of Education through the Office of Special Education and Rehabilitative Services (OSERS).

<span class="mw-page-title-main">Youth and disability</span>

Approximately 180-220 million young people live with disabilities globally, with 80% living in the developing world, therefore lacking access to education, healthcare and employment [1]. Disability includes physical, mental or mental illness. Many young people live a healthy and stable life, although people with disabilities may have more obstacles than those without because of their possible limitations, created by physical weakness and social incapacity..

Inclusive Classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms.

References

  1. 1 2 Southward, Julie D.; Davis, Mariya T. (2020-08-03). "Summary of performance: bridging the transition from high school to Post-Secondary education for students with SLD". Preventing School Failure: Alternative Education for Children and Youth. 64 (4): 316–325. doi:10.1080/1045988X.2020.1769012. ISSN   1045-988X. S2CID   221054830.
  2. ↑ "Individuals with Disabilities Education Act". 5 June 2017.
  3. 1 2 3 "The difference between push-in and pull-out services". www.understood.org. Retrieved 2022-03-14.
  4. ↑ "IDEA". NCLD. Retrieved 2022-03-23.
  5. 1 2 "Sec. 300.43 Transition services". Individuals with Disabilities Education Act. Retrieved 2022-03-23.
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