Individualized Education Plan and Transition
Courses of study, present levels of educational performance, transfer of rights and many other things need to be addressed in the individualized education plan. Student input at this point is vital. The Individuals with Disabilties Education Act Amendments of 1997 (IDEA) specifies that the following needs must be addressed in the IEP:
- Instruction
- Related Services
- Employment Objectives
- Acquisition of Daily Living Skills
- Community Experiences
- Functional Vocational Evaulation
- Other Post School Adult Living Objective
Have you thought about...
- Graduation Requirements
- Co-Curricular Activities
- High School/Adult Culture
- Self-Advocacy
- Where to Find Homework Help/Tutoring
- Accommodations
- Grade Point Average
- Goal Setting
- Class Rank
- Internships/Apprenticeships
- Youth Options
- Co-Op Programs
- Accessibility
Students:
- Where is your designated homework spot?
- Are you on the path you intended? How can you change course?
- Do you know who your IEP case manager is?
- Can You identify your disability?
- Where will you live after high school?
- How can you change course?
- Do you know how to request accommodations?
Parents:
- Describe your strengths?
- Describe your weaknesses?
- Explain your disability label?
- Explain how you learn best?
- Ask for help?
- Solve problems effectively?
- Manage your time well?
- Manage your money well?
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