Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder

Autor/inn/en	Szidon, Katherine; Ruppar, Andrea; Smith, Leann
Titel	Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder
Quelle	In: TEACHING Exceptional Children, 47 (2015) 3, S.147-152 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059914559780
Schlagwörter	Federal Legislation; Educational Legislation; Disabilities; Equal Education; Autism; Pervasive Developmental Disorders; Transitional Programs; High School Students; Postsecondary Education; Individualized Education Programs; Skill Development; Goal Orientation; Educational Objectives; Teamwork; Student Participation; Progress Monitoring + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Autismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Individualized education program; Individualisierendes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective transition plans for high school students with ASD: (1) identify transition goals; (2) link postsecondary goals with individualized education plan (IEP) goals; (3) troubleshoot and adjust transition and IEP goals; (4) provide opportunities to teach skills; and (5) evaluate progress. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11