Recently, Morningstar and Liss (2008) conducted a survey to examine how SEA's are interpreting the transition assessment language of IDEA and to determine what types of policies and guidance documents are being developed by states. To meet this requirement of the law, educators must begin the transition assessment process of collecting information about an individual's strengths, preferences, interests, and needs as they relate to the demands of current and future working, educational, living, and personal and social environments (IDEA, 2004). The reauthorization of the Individualized with Disabilities Education Act (IDEA) of 2004 requires that beginning no later than age 16, all students will include in their individualized education programs, coordinated, measurable annual IEP goals and transition services that will reasonably enable them to meet their post-secondary goals.
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