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cultural differences for programming of students with disabilities

QUESTION 1

Week 5 – Discussion

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Collaborative Transition Teams

Your written response to this discussion prompt assesses your ability to (a) summarize seffective methods to communicate with all stakeholder, considering their individual interests, priorities and cultural differences for programming of students with disabilities and to (b) summarize the collective decision-making and planning responsibilities for transition teams.

In this discussion, you will be creating a database of resources that will be useful for collaborative teams that provide transition services. Imagine that you are part of the transition team for Kara, who is depicted in Chapter 16 of your textbook, “Snapshot: Transition Planning for Kara:”

Kara, a student at Washington High School, will be turning 16 next month. She lives at home and loves to be with her friends. Her IEP indicates that she has difficulty with reading and written communication. Kara and her mother recently participated in a team meeting that included Kara’s special education teacher, a vocational educator, the school principal, and a job coach. A job coach is generally an individual who accompanies an employee to a job, learns the essential functions of the job, and provides strategies and supports for the employee to do the job. The team reviewed the plans for making a transition to the community after Kara finishes high school. The priorities that the team identified were developing self-advocacy skills, considering postsecondary educational opportunities in the community, and completing applications for summer employment. Based upon (Cohen &

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