Exiting Part C: Considerations for Support before, during, and after Transition

Autor/inn/en	McCorkle, Laura S.; Diamond, Lindsay L.
Titel	Exiting Part C: Considerations for Support before, during, and after Transition
Quelle	In: TEACHING Exceptional Children, 55 (2022) 2, S.90-101 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCorkle, Laura S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599221096765
Schlagwörter	Federal Legislation; Educational Legislation; Equal Education; Students with Disabilities; Transitional Programs; Eligibility; Preschool Children; General Education; Regular and Special Education Relationship; Individualized Education Programs; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Eignung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Allgemein bildendes Schulwesen; Allgemeinbildung; Individualized education program; Individualisierendes Lernen
Abstract	The Individuals with Disabilities Education Act (IDEA) requires children enrolled in Part C to have a transition plan in place at least 90 days before the child's third birthday (IDEA, 2004). This plan may include a transition to Part B services or an option to continue with Part C services until kindergarten (IDEA, 2004, §303.211). For the majority of children who receive Part B services for concerns related to a higher incidence disability (e.g., speech or language impairment, specific learning disability), decisions about placement and services may be relatively straightforward. In contrast, for children with lower incidence disabilities (e.g., sensory impairment, significant cognitive impairment), recommended placements do not always include general education settings (Morningstar et al., 2017). Therefore, in supporting families and all children to access and participate in inclusive settings, the Division for Early Childhood's (DEC) Recommended Practice for transition (TR2) suggest "practitioners use a variety of planned and timely strategies with the child and family before, during, and after the transition to support adjustment and positive outcomes for both the child and family" (DEC, 2014a). The purpose of this article is to describe how TR2 may be systematically and intentionally used to guide families and transition team members (including both Part C and Part B personnel) in supporting children with a low-incidence disability before, during, and after the transition process to participate in general education settings. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01