Transition Tasks: Individualized Education Program Involvement for Students With Emotional and Behavioral Disorders

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-06-26 DOI:10.1177/10534512231178473

Angela Tuttle Prince

引用次数: 0

Abstract

A transition-aged youth with an individualized education program (IEP) has the right to a free, appropriate public education that includes postsecondary transition planning and services. Because students with emotional-behavioral disorders (EBD) experience adverse outcomes during and after high school, they may benefit from a transition-focused IEP. With the support of multiple practitioners, these students can be more involved in their education program. This article demonstrates how to use transition tasks to promote a student with EBD’s involvement in their IEP in four areas: assessment tasks, evaluation tasks, IEP meeting preparation, and IEP meeting participation.

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过渡任务:有情绪和行为障碍的学生的个性化教育计划参与

接受个性化教育计划(IEP)的过渡年龄青年有权接受免费、适当的公共教育，包括中学后过渡计划和服务。因为患有情绪行为障碍(EBD)的学生在高中期间和高中毕业后都会经历不良后果，他们可能会从以过渡为重点的IEP中受益。在多位从业者的支持下，这些学生可以更多地参与到他们的教育计划中。本文从评估任务、评估任务、IEP会议准备和IEP会议参与四个方面演示了如何使用过渡任务来促进EBD学生参与IEP。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.