1. Transition Planning and Services: What Does It Look Like?
Fall 2009
ESE 426

2. Quality of Life
How do the authors describe “quality of life,” and how does this relate to transition planning?

3. Four Dimensions
How do the authors describe (1) individualized planning, (2) family and support networks, (3) community outcomes, and (4) inter-agency collaboration?

4. Self-Determination
How do each of the above four aspects of transition planning relate to self-determination?

5. Self-Advocacy v. Self-Determination
What are the similarities and differences between self-advocacy and self-determination?
The authors suggest that self-determination is much more than simply involving students in the IEP process. Please explain why this is, and how it might be achieved.

6. Skills of Self-Determination
What are the key skills that students should have as “self-determined” young adults? (Hint: the authors suggest this as part of a curriculum)

7. Teaching Self-Determination
Be prepared to present one idea of how these skills might be introduced into a lesson that is focused on an academic content (e.g. math, English, social studies, science, etc.), not a lesson directly focused on the skill.

8. Person-Centered Planning
What are the key dimensions of “person-centered planning?” Consider how these elements should be part of your transition planning process.

9. Family Participation
What are common barriers to family involvement in the transition planning process? What are key approaches to breaking down these barriers?

10. Inter-Agency Involvement
Consider the importance of inter-agency collaboration on the transition planning process. Begin to think about what outside agencies would likely be helpful in transition planning for Amalia.