The Importance Of Transition In Special Education

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Student will define transition goals related to competitive or supported employment postsecondary education and training, independent living, and community participation.

Transition in special education is the method used for students and their families to plan their life after school. Also, they identify their plan for work and school experiences to assure that the students get the knowledge and skill they need to achieve their goals. Transition is simple, but carrying out the process can be difficult as the school, student and parent try to put together the appropriate combination of services. The Disabilities Education Act includes transition components in order to prepare students with disabilities to get the services they need to
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By using a formative evaluation, the school is provided information that can be used as feedback to modify teaching and learning activities. The No Child Left Behind (NCLB) act requires that all students participate in assessments and accountability in order to ensure that schools are held accountable for school’s achievement in student success. To ensure this, the school has adopted a self-study in the program. The conscious decision to use the formative evaluation through a self-study is that it aids by helping steer the program in a more directed vision. Information gained by the study would help to eliminate preconceived notions or biases, level the playing field, and foster consensus perhaps making it easier to decide the areas and direction to lead the school with a plan. The self-study can help be the proof that the problem does exist and can provide initial assistance in correcting it. Purpose of Evaluation
The purpose of the evaluation is to ensure that students at USDB are receiving a program that will result in positive results for the future of the students. Furthermore, the school uses the self-study evaluation to determine data on post-graduation of students, to make sure that teachers and staff are trained in the most up-to-date methods, and the success of daily living skills and independence in the students. In addition, the school ensures that student interests are a part of the curriculum
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These include which student gets what is being taught and who did not understand it. The teacher also needs to determine what he/she will do about the students who did not get it and when and how they would get it. Perhaps the most important question is what the teacher would adjust in his/her teaching and the learning environment? If we view formative assessment as a process embedded in instruction then, the education will provide an opportunity for assessment. The teacher plans does, reviews and checks, what she is teaching that, will provide an opportunity to reinforce not just evaluate

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