Transition to Adulthood - IEPs

Transition to Adulthood - IEPs 

The process of transitioning from high school to adult life is monumental for anyone, and this transition can be even more difficult for students with disabilities. For many students, it is especially helpful to plan for this transition. For this reason, students with Individualized Education Plans (IEPs) in high school are required to have transition goals as part of their IEP, beginning no later than age 16. This course will provide an in-depth review of what is required in a student’s IEP for transition. This course will also describe what is included in transition planning, how to engage students in their transition goals, resources that are available to assist IEP teams with a student’s transition, and how to write well-rounded transition IEP goals.

$15.00

Hours: 1.25
REL-IDD-0-TE1

Certificates

Certificates provided by accrediting body (0 Match)

Course Details

Course Code: REL-IDD-0-TE1
Hours: 1.25
Type: Online Course
Content Expiration Date: 9/30/2023
Learning Objectives:
Explain what is required by IDEA to include in a student’s IEP for transition planning.
Describe how to engage students with disabilities and their families in transition planning during the IEP meeting.
Write effective IEP goals for transition planning.

Outline:
Section 1: Introduction A. About This Course B. Learning Objectives Section 2: Transition Basics: What is Required by IDEA? A. Three Transitioning Teens B. The Importance of Transition Planning C. IDEA’s Definition of Transition D. Legal Requirements for Transition IEPs E. Review F. Summary Section 3: Effective and Engaging Transition Planning A. Domains and Activities of Adulthood to Consider B. Students at the Heart of the Transition C. Engaging the Student D. Engagement During an IEP meeting E. Barriers to Student and Family Engagement F. Helping the IEP Team with Transition Planning G. Review H. Summary Section 4: Writing Transition IEP Goals A. IEP Goals for Transition B. Triangulated IEP Goals C. Transition Assessment D. Applying Triangulated Goals E. Review F. Summary Section 5: Conclusion A. Summary B. Course Contributors C. Resources D. References E. Congratulations! F. Exam

Instructor: Nellie Galindo, MSW, MSPH
Nellie Galindo received her Masters of Social Work and Masters of Science in Public Health from the University of North Carolina at Chapel Hill. She has worked with individuals with disabilities in several different settings, including working as a direct service provider for individuals with mental illness and leading a youth program for young adults with disabilities. She has facilitated and created trainings for individuals with intellectual and developmental disabilities in the areas of self-advocacy, healthy relationships, sexual health education, and violence and abuse prevention. Mrs. Galindo has worked in state government assisting individuals with disabilities obtain accessible health information in their communities, as well as utilizing the Americans with Disabilities Act to ensure equal access to healthcare services. Disclosure: Nellie Galindo, MSW, MSPH has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Rhonda Davin, Ph.D., BCBA-D
Dr. Rhonda Davin is a Board Certified Behavior Analyst with over 25 years of experience in the fields of developmental disabilities and autism. She has served the field as a teacher, college professor, consultant and expert witness. She started Behavior Consulting Services which provided direct behavior analytic services to children with autism and their families. She has supervised and mentored several behavior analysts and service providers currently practicing in the field today. Dr. Davin has also provided technical assistance for large scale organizational change efforts in the area of Positive Behavior Supports. Disclosure: Rhonda Davin, Ph.D., BCBA-D has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.