From Wrightslaw, we have the legal definition:
"Congress also made significant changes in the legal definition of "transition services" in IDEA 2004.
(34) Transition Services - The term `transition services' means a coordinated set of activities for a child with a disability that-
(A) is designed to be 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 post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests;
(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (See "Definitions" in Section 1401, Wrightslaw: Special Education Law, 2nd Edition, page 56)
Then we have the reason Congress strenghtend the law in the interest of the disabled students:
Seeking to improve upon the unacceptable post-school outcomes for students with disabilities, Congress has provided several new requirements to strengthen transition planning. This article provides an overview of changes to the transition requirements in IDEA 2004. These requirements are effective July 1, 2005.
Better Definition
First, by redefining the term "Transition Services," the IDEA now states that activities focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school activities. Additionally, the definition has been expanded to include a requirement that the transition services be based on the student's strengths, as well as their preferences and interests. The process is expected to be "results-oriented" as opposed to the earlier requirement for "outcome-oriented," signaling a clear intent to ensure that the process includes activities designed to produce success for the individual. "
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Most parents of ESE students are not familiar with the law. Very few ESE parents know how to effectively advocate for their kids. They "trust the system", and usually don't know their child will not receive required services if the parent agrees with the school system's recommendation. Later, when the parents find out the truth, the school system will say it was what the parens wanted.
A question to not only ask but seek the answer to is: Does the school system spend their money to fight the extremely few parents who know their rights instead of spending money on the required transition services for the students?
Tuesday, July 1, 2008
Transition Service - What it is and how hard is it to come by?
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3 comments:
Pardon me for getting off topic.
I received quite a rude awakening today. I would have never thought my desire to be a teacher would one day lead to me potentially serving five years in a state penitentiary for felony child abuse. That is exactly where I found myself today (see http://es-kay.net/?p=379) due to my choice to take a summer position as an aide for special education students. I was making eight dollars per hour (one-third my normal salary) trying to prevent mentally handicapped students from hurting themselves or others.
For someone who never got in trouble in the twelve years of my public education, who didn't know what being suspended meant, I got the scare of a lifetime today. The ease with which I was accused and the conditions that led to it make me question my decision to be a teacher. My idealistic notions of teaching are being shattered and the pedestal I placed the teaching profession on is crumbling before my very eyes.
Goader:
Having read your post early last night, my first reaction was "so this is how "they" will deal with him".
I did not know how to respond. There are so many "forces" at work within the system, one never knows what the truth is.
As the only information I can go on is what you have written, I will focus on your words "and the conditions that led to it..". Those words make me think there is ill wind in the air.
Pay attention to any and all documentation. Make your own documentation short and to the point and ensure that you can prove it was submitted to "them". Do not rely on 'them' being the only source of the "record".
Make sure that you keep copies of the originals in a safe place. As this situation plays out, I strongly suggest that you frequently compare the contents of your personnel file to see if the documents there are the same as your originals.
I believe I have written previously about "what 'they' do to parents, 'they' do to teachers and other school employees. I am sure you have kept up with the Erwin history.
I can also offer other types of support if you need to contact me.
I wish you and your professional colleagues well.
Thanks for the encouraging words. The threat of a ruined life vanished yesterday when I heard from the Deputy Sheriff investigating the issue. I was exonerated and my part of the legal matter is closed. My biggest concern was the potential of a five-year prison term and a five-thousand dollar fine looming over me. Now that the risk of prison is lifted I can focus on what I have learned over the last two weeks. Individually, the innuendo, comments, and observations spread out over a two-week period were not particularly meaningful, but knowing what I know now their purpose is more transparent and they make sense.
The things I am writing about are empirical so that any reasonable person can understand whether they teach or not. I am reporting what I know as a layperson first and teacher second, because I was not employed this summer as a teacher but as an aid. I am reporting the facts as I observed them. Currently, I am leaving out the speculative side of the situation.
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