CASE 43 Aligning Transition Supports and Services for Students with Disabilities
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The case studies presented here have been designed to showcase the diverse range of experiences and approaches used by special education teachers. Each case study is framed around the transition from preschool to kindergarten. These case studies explore what may be perceived as different (or unexpected) from one school year to the next, including the transition to the regular school day, the transition to kindergarten, and the transition to elementary school. this website Case 1: CASE 43, Paper presented in August 2019, “Aligning Transition
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In the last few years, CASE 43 has conducted a series of pilot projects aimed at supporting transitions for students with disabilities and increasing accessibility in school-to-work transition programs. The projects have used a combination of interventions and case studies to identify effective practices and tailor them to each school district. One project used a team-based approach involving school psychologists, school nurses, and school counselors to assess and target students with disabilities who have been transitioning to the workforce. The approach involved three steps:
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I have worked as a teacher for the last 8 years in a special education setting, primarily working with students from birth to 5th grade. I have used the VRIO (Value-based Relationship and Impact) model extensively with students and their families to support student progress and outcomes. This model helps me to align transition supports and services for students with disabilities to create a positive transition process for both the students and families. VRIO helps me see the big picture and appreciate the complexities of the individual student’s needs. The VRI
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In 2014, CASE 43 implemented the Transition Plan for students with Disabilities, which has provided a framework for how we will support them in the transition process. The transition process is a complex process for all students, and students with disabilities are no exception. This paper will outline the findings of a survey we conducted at CASE 43 in 2016 with a focus on student perceptions about transition support and services. Methodology: We conducted a survey of students with disabilities. Students completed the survey
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When it comes to transitioning students from one program to another, one common mistake that schools make is trying to do it too fast without enough time to prepare them. This, in turn, can cause the students to feel frustrated, anxious, and unprepared, which can impact their academic performance. To prevent these problems, schools need to make sure that transition programs are aligned with the student’s needs and are properly supported. This aligning work includes assessing and understanding the student’s learning progress, identifying areas where the student may need additional support, and determ
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“Transition plans help students move seamlessly from K-12 to the next phase of their education. Transition plans focus on transitioning students from a specific educational setting (e.g., a traditional K-12 school) into a post-secondary setting or directly into the labor market. When transition planning for students with disabilities is neglected, they may struggle to transition into the next phase of their education, resulting in missed opportunities for social and academic integration. Transition planning should be done in collaboration with special education, guidance, and vocational/
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Case Study Solution: CASE 43 Aligning Transition Supports and Services for Students with Disabilities This is a case study on CASE 43 Aligning Transition Supports and Services for Students with Disabilities, written by Emily Johnson. I am a senior high school English teacher with 13 years of teaching experience. CASE 43 is a statewide initiative that aims to provide students with disabilities, regardless of their age or IEP (Individualized Family Service Plan), with access to all appropriate transition supports,
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When it comes to transition support, students with disabilities need their services to fit in seamlessly with the rest of the classroom. It’s crucial to make sure that they understand what they will be transitioning from and to, and the new supports and services that will be introduced. This often requires a multidisciplinary approach, including special education, behavioral interventions, and social skills training, but it’s also about creating a classroom environment that is inclusive and welcoming to all students. In the past decade, CASE 43 has