Complete the special education transition plan using case study Elijah Johnson.

Title of Paper Goes Here

Your Name

Instruction and Curriculum Leadership Department, University of Memphis

SPED 3802: Educational Assessments in Inclusive Settings

Professor Keishana Barnes

Insert Date here

Title of Paper Goes Here Again

Part A: Description of the High School and Mentor Teacher

[Using an Asset-based perspective, insert general school info here: school name, type,

demographics, other pertinent info]

Comparisons to Elementary Setting

Similarities to Elementary Setting

Differences between High School and Elementary Setting

Positive Attributes of the High School Setting

Areas for Improvement in the High School Setting

Overall Impression of High School Setting, Mentor Teacher, and Services

Part B: Questions connected to Transition TN Courses

Foundational Principles that Inform the Transition Process Implemented with Students

Approaches Teachers Should Use to Assess Students’ Transition Needs

Factors Teachers Should Take Into Consideration When Developing Postsecondary Goals for Students

Process of Ensuring Students’ Preferences, Interests, Needs, And Strengths When Developing Work Opportunities For Students

Activities Teachers Should Implement to Help Students Explore College Opportunities

Teaching Strategies Teachers Should Use to Address Community Life Skills

Strategies Teachers Should Use to Equip Students to Lead Their Own IEP Meetings

Strategies Teachers Should Use to Partner with Supports In The Community To Help

Students Transition Smoothly into Life After Graduation

Part C: Description of Student

[Using an Asset-based perspective, insert general info here: Name (pseudo name); Age; Disability (or area of concern if not on an IEP or 504); Ethnicity; Grade; Current Levels of Math and/or Reading; Standardized Testing Scores]

Student Interests

[Using an Asset-based perspective, write intro paragraph here that sets up the rest of the section.]

Motivators/Interests

Career or College Interest (before assessment)

Current course of study

(e.g., taking all SPED classes, taking Resource Reading, in gen ed with interventionist, etc)

Description of Interest Inventory given

Describe the interest inventory by including the following information:

[Name of inventory; What the inventory is measuring; How it was administered; Setting where it was administered; Who administered the inventory (you and your background/experience)

Results of Interest Inventory

Describe the results of the interest inventory by including the following information:

[List and describe all results]

What was discussed with the student and/or teacher regarding results

What career/college interested was determined based on assessment and student interests

Post-Secondary Goal for Student

Transition Service Goals for the student

Conclusion

Conclude by writing how you tied the results of your assessment to create the goals for the student, how it will benefit the student, and what you would do to further support the student if you were the students SPED teacher.

References

Gerbasi, M. E., & Prentice, D. A. (2013). The self-and other-interest inventory. Journal of

Personality and Social Psychology, 105(3), 495. [EXAMPLE]