Respond to the following discussion posts by writing at least 300 words per post adhering to the APA guidelines for master's programs: Cassandra Hazelwood's Post: When working with students who have

Respond to the following discussion posts by writing at least 300 words per post adhering to the APA guidelines for master's programs:

Cassandra Hazelwood's Post:

When working with students who have disabilities it is ideal to consider their strengths and interests when determining an end goal for their future. The individualistic approach not only encourages involvement but also strengthens learners, as it aligns educational goals with the individual's talents and ambition. To accomplish this, we typically utilize backwards planning, which involves analyzing future objectives and determining the appropriate planning for future goals (Flexer pp170. (2013b). Teachers must consider the ultimate goals they want their students to achieve, and work towards those goals.  The process entails considering ahead the abilities and aptitudes that are necessary for the student to move forward in their academic or professional trajectory. When the student progresses towards graduation, students with disabilities tend to study courses that emphasize career preparation. The shift becomes necessary to equip them for the tangible obligations that come with leaving the educational setting. The assessments that students must take for their post-secondary studies, such as college or vocational training, are of utmost importance. Typically, these evaluations consist of standardized tests, entrance exams, and other assessments that evaluate individuals' readiness for their future education or careers. To facilitate this process, the Tomlinson and McTighe model has become a valuable resource (Flexer pp173. (2013b). This model provides educators with a clear understanding of what students must know and be capable of doing to pursue postsecondary education.

In the video "Adults with Special Needs", Liz Herman is being serviced to learn necessary social skills for her to be a professional photographer. Presently, Liz is living with her sponsor along with her family. Her present living situation provides her with good experience and allows her to handle daily activities properly, which plays an important role in her career goals as well as in her personal growth. To be able to satisfy these, she sets specific achievable goals that are directly related to her daily skills. She can use these as benchmarks to measure her progress and celebrate accomplishments. Despite her current improvement, Liz's ability to redirect skills in a positive manner has resulted in job loss. These obstacles emphasize the need for consistent encouragement and guidance as she works to enhance her abilities.Flexer, R. W., Baer, R., Luft, P., & Simmons, T. (2013b). Transition Planning for Secondary Students with Disabilities.

Adults with special needs. (n.d.). [Video]. https://canvas.liberty.edu/courses/696664/pages/watch-adults-with-special-needs?module_item_id=76443164

AND...

Kelvin Hayes' Post

Assessment, lesson planning, and curriculum development play a foundational role in age 25 projections. Assessments provide data for a student’s present knowledge based on curriculum standards. Assessments, such as benchmarks, identified specific grade-level steps related to the content standards and were often the basis of lesson plans (Flexer & et al., 2013). Along with transition assessments they identify components of students such as strengths and weaknesses that are used to create transition plans and goals that relate to Age 25 projections for students with disabilities. Although curriculum assessments are based on learning standards, lesson planning should be based on student needs as it relates to their development and transition to Age 25 projections. Students with disabilities need alternate assessments that provide opportunity to master content in an alternate way due to their disabilities. This aligns the curriculum with the idea of Age 25 projections. Modification of curriculums to provide information for development of specific skills for accomplishing transition goals that involves Age 25 projected outcomes is the idea pathway for students with disabilities that are not academically capable to perform well in the standard curriculum. As evidence, states have adopted flexible content standards that allow accessibility and greater relevance to students with disabilities (Flexer & et al., 2013). In Age 25 projections, transition should be outlined in a student’s Individual Education Plan including employment, independent living, and social skills. All the for mention are related to Age 25 projections and must be identified in the transition plan of the IEP to ensure strategies are incorporated to develop students with disabilities with the skills need to succeed in each area of their future. In the video, Adults with Special Needs, Liz Herman the special needs adult spoke of how she was not taught social skills growing up, this is evidence of a lack of planning. The preparation for adulthood was not addressed in her early life for her social skills. Because of the lack of planning Liz struggled with her social skills as an adult. Although she has improved due to the program she participates in, the lack of planning caused delays in her development prior to adulthood. Nevertheless, she did develop the ability to read lips to compensate for her hearing deficit. Her developing the skill of lip reading can be deemed as evidence of planning for her transition through life. Her greatest fortune was obtained when she accepted the Lord and developed a relationship with him.

Reference

Flexer, R. W., Baer, R. M., Luft, P., & Simmons, T. J. (2013). Transition Planning for Secondary

           Students with Disabilities (4th ed.). Pearson Education (US).

            https://mbsdirect.vitalsource.com/books/9780133466140