Reference no: EM133598585

Case Study

The purpose of this assignment is to synthesize and apply what you have learned this semester in class. Read the high school to post-school transition case study below and answer the corresponding questions. Read the rubric in order to answer the questions completely and in detail according to the given rubric for the assignment. Assignment - Case Study Plan for Transition GRADING RUBRIC Assignment Components "A" Grade Student Description Provides a positive description of the focus student, including the information in the assignment (about one page in length). Team Members Lists the members of the transition planning team (people's roles) who ARE involved and who SHOULD BE involved. The latter list takes into consideration the balance of professionals & non-professionals and is reasonable in scope (e.g., team is not too big). Transition Goals & Objectives For each of FIVE transition areas, the student's current skills, activities, and experiences are described (one paragraph), and one long-term goal and short-term objective are written. Objectives include conditions, performance, and criteria. Action Plan People responsible, specific actions to be taken, and timelines for these actions are listed for each objective. This information appears reasonable. High school to Post-school Transition Damon is 17 years old and will be entering his last year of high school. He has worked extremely hard in high school to earn a diploma, despite many hurdles. Damon uses an electric wheelchair and utilizes a variety of assistive technology, including using a computer and voice recognition software, book holders, and an adapted pen grip. He has a note taker for all academic courses and benefits from modest peer support throughout the day. Damon's IEP has focused on his academic success, enhancing his use of assistive technology to increase his independence, building his self-advocacy and self-determination skills, exploring careers, developing employment skills and interests, and developing his mobility and independent living skills, including using lift-equipped city buses. Damon participated in several work experiences during high school in order to explore his interests and build his job skills. He answered phones at an insurance company where he used a headset, and did a variety of clerical tasks (e.g., keeping computer mailing lists updated, sorting and delivering mail, stuffing envelopes, shredding) at a nearby community college. Damon enjoyed both experiences, but is still unsure about a career direction. Outside of school, Damon enjoys watching sports on TV and attending high school sports games. He loves playing computer games with several friends. His parents have been very supportive of Damon's independence, but are still learning how to acquire the services and supports that he needs. As Damon's special education teacher of record, you are preparing for his fall Transition IEP case conference and subsequent transition services and activities as he prepares for graduation in the spring. How will you proceed? Please respond to the following questions: Who will you involve in the IEP case conference? How will you prepare Damon and his parents for the upcoming Transition case conference? How will you involve Damon in his case conference? What transition-related topics will you address at the meeting and how? How you will assist Damon and his parents to have a smooth transition from high school to post-school after the case conference? What resources and other information will you share with Damon and his family? Be specific and include links to websites, etc. Please share any other activities or considerations that will facilitate Damon's transition to adult life.