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ERIC Number: ED284380
Record Type: Non-Journal
Publication Date: 1986-Jul
Pages: 232
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Planning for Transition: An Implementation Guide for Administrators and Teachers.
Kelker, Katharin; And Others
This implementation guide, based on the MESH model (Montana Model for Education of the Severely Handicapped), is intended to assist administrators and teachers in planning for the transition of special education students from one placement to another, with emphasis on preparation for community living and independent functioning. The 11 modules contained in the guide have the following titles and subtopics: (1) "The Transition Model" (planning, training, placement); (2) "What Difference Does Transition Planning Make?" (transition planning as a future-oriented, ongoing process); (3) "Student Needs in Transition Planning" (educational needs, effective special education programs); (4) "Parent Roles in Transition Planning" (what parents can do, how they can be involved, and when they should be involved); (5) "Professional Roles in Transition Planning"; (6) "Community Support and Cooperation" (positive community relations, interagency cooperation, informal and formal agreements, community services); (7) "Assessment for Transition Planning" (environmental and vocational assessment); (8) "Development of an Individual Education Program for Transition"; (9) "Special Planning for Transition from Secondary School into the Community" (professional roles, family role, transition issues); (10) "Funding Alternatives for Transition from School to the Community"; and (11) "Training, Placement, and Follow-Up" (teaching students with mild, moderate, and severe handicaps; teaching environments). A bibliography concludes each module. Two appendices (a glossary and sample planning forms) are appended. (JW)
Montana Center for Handicapped Children, 1500 North 30th St., Billings, MT 59101-0298 ($8.00 includes $2.00 shipping and handling).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Montana Center for Handicapped Children, Billings.
Identifiers - Location: Montana
Grant or Contract Numbers: N/A
Author Affiliations: N/A