JoAnn M. Rae

A Collaborative Approach to Transition Planning for Students with Disabilities (eBook, ePUB)

• Format: ePub

Produktbeschreibung

A Collaborative Approach to Transition Planning for Students with Disabilities is designed to inform aspiring special education teachers and teams, transition planning specialists and school administrators about the complex process of transition planning and to meet the transition requirements of special education legislation.

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Produktdetails

• Verlag: Taylor & Francis
• Erscheinungstermin: 1. Juni 2024
• Englisch
• ISBN-13: 9781040142561
• Artikelnr.: 70887039

Autorenporträt

JoAnn M. Rae, EdD started her career as an educator when she earned a bachelor of science degree in special education and elementary education at West Chester University in West Chester, Pennsylvania. Later, Dr. Rae earned a master's degree with distinction in educational administration, and she became certified as a general education principal and special education supervisor. As a master's student, she was nominated to Who's Who Among Students in American Universities and Colleges in recognition of merit and accomplishment. Throughout 18 years of direct teaching experience, Dr. Rae worked with students throughout the transition planning process. As a transition planning specialist using legislative guidelines and research-based practices, she worked with students, their families, and school districts using a collaborative approach to transition planning. Dr. Rae earned a doctorate with distinction in education, specializing in special education. Her studies and dissertation reported on effective practices that have the potential to lead to positive post-school outcomes for students with disabilities. As she earned her doctorate, Dr. Rae was a special education administrator for 7 years, prior to moving to university teaching. In the special education supervisor role, she monitored transition plans and the implementation of transition strategies through the work of the special educators in her department. In this role, Dr. Rae worked with school district officials, families, and community agencies to facilitate smooth transitions to post-school life. Currently, Dr. Rae teaches graduate school courses in the Department of Special Education at St. Joseph's University, Graduate Division, in Philadelphia, Pennsylvania. She also teaches courses on the administration of special education programs. Dr. Rae's work reflects her expertise in collaborating within school communities to develop effective transition plans grounded in research-based practices. Dr. Rae's education and practical experience working directly with students, their families, school personnel, and district administrators makes her uniquely qualified to write this text.

Inhaltsangabe

Part 1: Introduction to Transition Planning; 1. Transition Planning and
Special Education Law; Part 2: Transition Planning Practices; 2. An
Interactive Framework of Activities Focusing on Community Access, Student
Engagement and Post-School Goals Selection; 3. Collaborating With Families
During the Transition Planning Process; Part 3: Assessments; 4. Medical
Conditions, Assessment, and Transition: Implications of Disability and
Medical Conditions on Work-Seeking Activities and Educational Progress; 5.
Assessment Tools; Part 4: Transition Plan Development; 6. Transition Plan
Frameworks: Creating the Transition Plan; 7. Career and Employment-Based
Learning: Supporting Entry Into the Workforce and Postsecondary Education;
Part 5: Special Education Programs: Responsibilities and Resources of
Transition Team Members and Community and Governmental Agencies; 8. School
Leadership and Transition Planning; 9. Roles of the Secondary Special
Education Team and Community Agencies; Part 6: Special Considerations:
Working With Diverse Groups of Students; 10. Students With Specific
Learning Disabilities and Speech and Language Impairments; 11. Students
With Emotional, Behavioral, and Severe Mental Health Disorders; 12.
Students Who Are Blind, Visually Impaired, Deaf, Hard of Hearing, or
Deaf-Blind; 13. Students With Autism Without Accompanying Language or
Intellectual Impairment; 14. Students With Other Health Impairments,
Chronic Medical and Orthopedic Impairments, and Traumatic Brain Injury; 15.
Students With Mild, Moderate, Severe, Multiple, and Profound Intellectual
Disabilities; 16. Students With Autism and Accompanying Language and
Intellectual Impairment; Part 7: Special Education Transitions; 17. The
Effectiveness of Transition Planning: Monitoring the Practices of the
Special Education Team; 18. Special Education Transitions From Birth to Age
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