Article Synopsis: Outcomes of a Family-Centered Transition Process for Students With Autism Spectrum Disorder Lisa M. Soule California State University, Bakersfield Purpose Hagner, Kurtz, Cloustier, Arakelian, Brucker, and May (2012) start the article by reviewing the requirements for transition planning passed in 1990 through the Individuals With Disabilities Education Act (IDEA). IDEA was amended in 2004 and requires students 16 and older, with disabilities, to receive transition planning to improve their progression to post-school activities. The authors reviewed previous research and found that disabled students have a much worse outcome in their post-school lives then their non-disabled peers, including in the areas …show more content…
Higher expectations from teachers and parents lead to a more positive employment outcome. The authors discuss the areas that are necessary for a more positive transition outcome. The transition needs to be person and family centered. Person centered training puts the focus on the individual with ASD to empower them to be responsible for their own lives. More involvement and a greater control over their own futures can aid in enabling the student to develop self-determination. The author’s purpose for this study is to assess how effective a transition program is that incorporates education, empowerment, and assistance finding resources. The transition planning method will use family-centered training to develop a sense of self-determination. The plan will also provide resources to educate the student and parents about career-making …show more content…
Families and students were able to identify goals and develop the steps necessary to achieve these goals. Future Directions Hagner et al. (2012) discussed the need for further study regarding the success of family-centered transition planning. The authors recommend the use of a larger and more diverse subject field. They also suggest conducting the study over a longer period of time as to measure the long-term affects of the transition planning. The study does not contain information on how the student performed in their relative jobs or schooling. Insert how I can use this information in my career in special
WFA, developed by Dr. Michael Wehmeyer, is a transition planning process consisting of 6 sections that introduces students to the concept of transition and transition planning and enables them to self-direct learning in areas such as disability awareness, decision making, setting goals, communicating effectively in small groups, and participating and leading teams. The program is designed to span the course of an entire year. Lee, Wehmeyer, Palmer, Williams-Deihm, Davies, & Stock(2011) studied the effectiveness of WFA on middle and high school students between the ages of 12-16. The study also measured the effectivness of the program when used in conjuction with a reading support. The authors concluded that the WFA program enhanced self-determination, transition planning knowledge, self-efficacy, and outcome expectations for educational planning (Lee et al.,2011). Students receiving the added reading support benefited even more. While this particular study focused primarily on the increased effectivness of WFA when used in conjunction with a reading program, the results also showed another important implication. WFA increased the self-determination, self-efficacy, and transition planning knowledge of students in middle school (Lee et al.,2011). These results indicate WFA could be used as a preperation tool for future transition planning
Wedl, R. J. (2005). An alternative to traditional eligibility criteria for students with disabilities. In Response to Intervention (pp. 1-19). Education Evolving.
The state of Florida defines secondary transition as “Secondary transition refers to the process a student with a disability goes through as they move from high school to whatever comes next, including postsecondary education, employment and independent living. “Secondary transition is the process that provides students with special education services for post-school living. The services are provided by the IEP team in partnership with the student and family during the ages of 14 through 21 and sometimes even younger. The areas of service that can be provided to the student include instruction (classes), community involvements opportunities, an employment and post-school adult living plan, and learning living skills and vocational skills when
Tasmanian Department of Education. (2014). Guidelines for Individual Education Planning - Students with Disability. Hobart: Tasmanian Government.
People with depression often experience interpersonal problems. Family therapy for depression is a widely used intervention, but it is unclear whether this is an effective therapy for the treatment of depression.
How the children with ASD adopt the transition to kindergarten it’s depend partly on how the teachers control, manage and develop strategies when working with their family. This research was one, to identify strategies that teachers of preschoolers with ASD considered to be effective in transitioning preschool to school settings.
Transition assessment is the process of special education students developing the skills required to achieve goals in college, work, and life. These assessments have been created by the U.S. Department of Education in which called for all students to receive a complete education regardless of any disability. The transition assessment consists of five processes that together help the student achieve their transitional goals. Transition assessment uses information collected from interests, skills, or aptitude. The five processes are, determining what to access, selecting the assessments, conducting assessments, analyzing the results, and implementing the data.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
Blended families and what it is too me. When I was a little girl my mother and father were together growing up, but my father was away for a long period of time doing truck driving. So of course, how could I blame my mom for wanting a divorce when the two of them never really got to see each other. Then I grew up to the age of five and there was this man that came into my mom’s life. He would sleep in his truck just to be close to my mom. My mom would not let him stay in the house due to she had three kids and did not want to send mix signals to us. As we got older we started to do things with him, it was fun. As time went on he came over more and more and then three years later he became my stepdad. My step dad did not have any children
In this paper, we will look at family counseling as a form of intervention with the client Marcus Thomas, and his family. Mr. Thomas’ family consists of himself, his mother Diane Walker, step father James Walker, biological sister Jill Thomas, and step brother Travis Walker. Marcus Thomas is a 14-year-old African American male with a history of truancy, assault, and theft, and is currently on probation for an attempted burglary. As a term of Mark’s probation, he and his family must attend bi-weekly family counseling.
In the Olson family, John the main provider of the home lost his job and he was not being able to accommodate to his new role of being unemployed. Based on the lecture (2015), one of the assumptions on Family Development Theory is that individuals in families will experience changes over time. In John’s situation, losing his job, and losing his daughter changed his development. According to Smith and Hamon (2012), Family Development Theory has shown that transitions in life provide the opportunity to confront change. They explained that transitions cause role changes in the life of individuals (Smith and Hamon 2012). In John’s situation, he experienced a transition from being the well-educated husband with a great job, to become a stay home husband who is unemployed. In an ideal world, John’s life transition should have been that he became the manager of the company where he was working. However, when the transition of his life took the wrong shift, John’s situation became complicated because he was not ready for such a drastic transition. He was not mentally ready to take the roll of his wife. Smith and Hamon (2012) point out that people have choices on how they respond to transitions; they can respond to transitions as a way to find new horizons or they can take a negative approach. John found his transition as a difficult time of his life; he was not able to accommodate to his new
Another concept in the family systems theory is that the family must perform essential functions which includes instilling the values, attitudes, and beliefs that the family has. One basic family function is to provide basic needs such as food, shelter, and care. An example of this is Brittany’s stepfather, Ken, is the main provider for the family. His job can afford for them to have food, live in a house, and be part of a middle class community. Another example of this concept is Brittany’s mom who was providing care for her ill mother while being a stay at home mom. She could also be dealing with the responsibility of taking care of the younger children (Thomlison, 2016).
For students with disabilities, these choices may be more complex and may require a great deal of planning. Planning the transition from school to adult life begins, at the latest, during high school. In fact, transition planning is required, by law, to start once a student reaches 14 years of age, or younger, if appropriate. This transition planning becomes formalized as part of the student's Individualized Education Program (IEP).
Bowen believed the family was an emotional unit. He hypothesized that all emotional problems occur within a single continuum of functioning. The family best develops when anxiety is low and parents have a good origin of emotional contact with family. The systems theory explains wholeness, self-organization, relationships, and interactions between parts. Pattern recognition in one part of the family system will cause changes throughout the family system is regulated by both positive and negative feedback to maintain and equilibrium in the family. Bowen believed that everyone is grounded in the natural systems theory that draws from biological and natural sciences based on principle of self-organization, repetition, and formation of patterns
After reading about the family transition and change, it hit me that these families that are going through a divorce need to put their children first, and what it is going to be like when they have to adjust to a new lifestyle where their parents are not together anymore. “The central assumption is that divorce is a crisis of family transition which causes structural changes in family systems” (Ahrons, pg. 533). Transitioning is going to be a hard time for these children because their whole life is changing, and it puts a strain on the family because of all the stress. It is so sad that “Our culture presently provides largely negative role models for the divorcing family” (pg. 534). However, the most important thing to do is to keep a positive