Using Appropriate Documentation within the Secondary/Postsecondary Transition Process with Learning Disabled Adolescents and Adults.

Autor/inn/en	Aase, Susan; Price, Lynda
Institution	Minnesota Univ., Minneapolis. General Coll.
Titel	Using Appropriate Documentation within the Secondary/Postsecondary Transition Process with Learning Disabled Adolescents and Adults.
Quelle	(1986), (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Education Work Relationship; High Schools; Learning Disabilities; Postsecondary Education; Recordkeeping; Student Records; Transitional Programs + Suchen Sie Ihr Suchwort? High school; Oberschule; Learning handicap; Lernbehinderung; Post-secondary education; Tertiäre Bildung; Leistungsnachweis; Schülerakte
Abstract	The Secondary/Postsecondary Transition Project for Learning Disabled Youth at the University of Minnesota-General College is a federally funded 3-year project designed to help learning disabled juniors and seniors in the Minneapolis Public Schools explore postsecondary educational and vocational options. The intervention consists of two parts: the cooperation of local service providers and the assistance of transition counselors who provide such services as counseling, advising, assessment, advocacy, remediation, and consultation to learning disabled students and their families as well as to school personnel. A documentation format, the Transition Plan, has been developed to be coordinated with the secondary Individual Education Plan. The plan is first put into effect during the student's junior year of high school. The plan includes the following components: past services received (level of service, diagnostic testing, amount of mainstreaming); current services received (accommodations needed, individual strengths and weaknesses); vocational goals (desired occupation, vocational testing, job experience); postsecondary goals (institution selected, needed accommodations); and specific objectives to be completed (materials/techniques to be utilized, completion dates, and persons responsible). Major strengths of the Sample Transition Plan include the use of critical information from the student's past files that directly influence postsecondary decisions. The four-page sample plan is appended. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC