The Individualized Transition Plan (ITP) is often developed during the IEP and the focus of it is primarily the future needs of the student. The ITP includes long-range goals and services and for life after high school. The importance of the ITP is to find out what the individual student wants in his or her life. What the individual wants to be doing in the future, where they want to live, what their dreams are and what they need to learn or do to reach these dreams. Many areas can be addressed during an ITP besides academic issues. Goals may include basic life skills (example: use of money, budgeting, etc.), personal hygiene, transportation, assistive technology, independent living skills, and self-advocacy. Community based instruction (to practice a skill in the community) can be addressed as well as leisure and recreational skills, personal and social skills.
It is also a good idea to have the student at the ITP meetings so they can ask relevant questions that they want to know and learn how to advocate for themselves. The student can also have a list of questions written up before time and ask them during the meeting. Learning how to advocate for themselves is crucial and students frequently do not have self-advocacy skills.
The ITP meetings is a great opportunity to focus on self-advocacy and independent living skills that the student will need in the future. In determining what the student’s needs are in this area, parents, with the student, may want to consider the following questions:
• Does the student understand the disability and how it affects their learning?
• Can the student describe their strengths and weaknesses in ways others can understand?
• Does the student know what resources are available to help them?
• Does the student know how to access these resources?
• Does the student understand their legal rights in regard to accessing services?
• Does the student have the capability to live independently? If not, what skills do they need? (Heggie, 1999)
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5 comments:
This has nothing to do with what you just posted :)
Was your son delayed in his speech? My niece is 3-1/2 and still not speaking but we can tell she's trying and learning some things from her speech class.
I've had the worse time trying to open your blog. It kept saying no such blog - I don't know what the deal was but had to stop and say "LOve all the games you are designing!" "Wow!" I've missed reading your stuff - how are you?
Have a great day!
Debbie-
He wasn't delayed in his speech he had:
At 3rd grade Speech and Language testing revealed significant verbal dysfluencies and some problems with receptive language, semantics, and formulating sentences, which were way below grade level.
He also stutters.
In middle school, speech services continued and they mostly worked on understanding figurative language (similes, metaphors, idioms, etc.) as well as feelings, fluent speech, and eye contact.
In high school, they work on eye contact, idioms, pragmatics, literal interpretation, and verbal fluency. MONK has made progress in these areas, but will still need to work on them through out adulthood.
I hope this helps. :)
Actually it did. Now I know it isn't a "symptom" for all of the kids. My niece doesn't talk yet. But she has the loveliest singing voice. She ah ah ah's through whole songs. When I sing Jesus Loves Me to her, she immediately stops what she's doing and watches my mouth. She loves music. Her therapist just left and now they have to wait until they get a replacement for her to pick up the speech classes. Is that b-ass-ackwards or what.
So if I read your response correctly, speech is a problem for most...just in different ways? Tell me if I'm ignorant. :\
Debbie-
Every child is different and unique and develops in their own way. I hope that helps. :)
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