Accommodating eric need special student

Second, individual postschool goals are developed based on abilities, needs, interests, and preferences.

Third, instructional activities and accommodations, modifications, and supports appropriate to the student's postschool goals are identified.

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Business, labor, and government and community agencies should be actively involved to provide resources, training sites, and mentoring for students and educators.

Finally, program policy and structure should support needed partnerships, philosophy, planning, evaluation, and human resource development.

The Individuals with Disabilities Education Act (IDEA), as amended in 1997, establishes the right of students with disabilities to a free appropriate public education, including special education, related services, and transition services.

The Individualized Education Program (IEP) mandated by IDEA draws on the results of a comprehensive evaluation of the student's educational needs at least once every 3 years (ibid.; Smith 2000).

CTE teachers can also provide information on the instructional demands (e.g., prerequisite basic, interpersonal, reasoning, and learning-to-learn skills) and setting demands (e.g., independent work, self-monitoring, ability to stay on task). This is NOT a government sponsored or government sanctioned site.

In particular, CTE teachers can provide CTE-specific information (Division of Special Education 1999).

Beginning at age 14, the IEP must include a statement of transition services the student will need to reach postschool goals; beginning at age 16, the IEP must include a statement of transition services to help the student prepare for leaving school.

IDEA requires that six participants be involved in the IEP meeting: the student (if appropriate); a parent (and family if desired); at least one of the student's special education teachers (or related services provider, if appropriate); at least one of the student's regular education teachers; a representative of the local educational agency; and other agency personnel with knowledge or expertise to meet the student's needs.

Qualitative studies reviewed by Eisenmann (2000) imply that integration of academic and vocational curricula promoted meaningful engagement and inclusion of students with disabilities by increasing persistence, academic achievement, and postsecondary engagement.

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