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IEP/Transition Planning Participation among Students with the Most Significant Cognitive Disabilities: Findings from NLTS 2012
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Johnson, David R.; Thurlow, Martha L.; Wu, Yi-Chen; LaVelle, John M.; Davenport, Ernest C. – Career Development and Transition for Exceptional Individuals, 2020
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive…
Descriptors: Individualized Education Programs, Secondary School Students, Adolescents, Students with Disabilities
Transition Assessment and Planning for Youth with Severe Intellectual and Developmental Disabilities
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Carter, Erik W.; Brock, Matthew E.; Trainor, Audrey A. – Journal of Special Education, 2014
Although federal law now mandates age-appropriate transition assessment as a key component of high-quality transition planning, little research exists to guide educators on what they might learn when undertaking this process. In this study, the authors examined teacher and parent assessments of the transition-related strengths and needs of 134…
Descriptors: Transitional Programs, Planning, Severe Mental Retardation, Developmental Disabilities
Integrating Preference Assessment within the Transition Process To Create Meaningful School-to-Life Outcomes.
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Lohrmann-O'Rourke, Sharon; Gomez, Ophelia – Exceptionality, 2001
This article discusses the inclusion of systematic preference assessment within transitional planning as a way to accurately interpret the preferences of students who use limited symbolic or nonsymbolic communication means. By using person-centered planning as a framework, it illustrates how to embed preference assessment within transitional…
Descriptors: Communication Skills, Decision Making, Education Work Relationship, Evaluation Methods
Recreation and Leisure. Section IV.
Goetz, Lori; And Others – 1987
This report of a conference session dealing with recreation and leisure activities for people with deaf-blindness and other profound multiple disabilities contains three papers and a working group report. The title paper by Lori Goetz reviews "model indicators" for recreation and leisure educational programming with individuals who have severe and…
Descriptors: Adults, Advocacy, Communication Skills, Deaf Blind
Including Students with Severe Disabilities in Schools: Fostering Communication, Interaction, and Participation. School-Age Children Series.
Calculator, Stephen N., Ed.; Jorgensen, Cheryl M., Ed. – 1994
These six papers address theoretical and practical issues in the inclusion of students with severe disabilities in regular classes and related settings. Emphasis is on how communication and other social skills can be taught to these students in inclusive settings. A prologue and epilogue, by Beth Dixon, a parent, relates her severely disabled…
Descriptors: Classroom Environment, Classroom Techniques, Communication Skills, Curriculum Development