Transcript ประวัติครูผู้สมควรได้รับ

Transition
Definition: movement, passage, or change from one
position, state, stage, subject, concept, etc., to another
change:
The transition from preschool to kindergarten.
The transition from primary to high school.
The transition from school to university or vocation.
The transition from adolescence to adulthood.
The transition from present to….better in future
Why is Transition Planning Important?
- Provides an opportunity to review personal
accomplishment and create an individualized
vision for the future.
When does Transition Planning begin?
- As early as possible
- the youth may be 14 years old
- Starting early allows time to adequate prepare and
implement a Transition Plan that will address the
challenges of preparing for adulthood
Strategies for Transition Planning (1)
- Person Centered Planning
- Student Involvement
- Family Involvement
- Community Involvement: educators, therapists, socials
workers, current and future service providers,
community businesses and etc.
- The transition coordinator plays a key role within the
transition planning team.
- Focus on strengths and abilities rather than disabilities
Strategies for Transition Planning (2)
-The development of services and supports are responsive
to each individual’s unique needs and dreams
- Effective communication and collaboration of
Transition Planning Team
- Provide Responsive Services
-Utilize Existing Community Supports.
Six steps to Transition Plan
Step 1: Build a planning team
Step 2: Gather information Map (Making action plan)
Step 3: Develop the transition plan
Step 4: Implement the transition plan
Step 5: Update the transition plan
Step 6: Hold an exit meeting
Step 1: Build a Planning Team (1)
-The Transition Planning Team:
• To develops goals, identifies problem, creates solutions
and establishes links between agencies and community
resources.
• Does effectively the right composition of team
members is required.
Step 1: Build a Planning Team (2)
• Planning Team members : 2-8 people
student, parent/guardian, school personal, social workers,
community members, current service providers, service
agencies for adults, student’s network
• Appropriate members: Who knows the student the best? Who
does the student trust and feel comfortable around? Who does
the student look to for advice and support? Who would the
student like to help him/her with transition from school to
adulthood?
•
Step 2: Gather Information
Gather Information
Building a Personal Profile
Planning Team gathers valuable the student’s
information and coming to understand by the
planning tool Map (Making action plan)
- History Map, Background Map - Relationships Map
- Preferences Map
- Dreams , Hopes, Fears Map
- Places Map and etc.
The maps used to create a personal profile. These five maps generally apply to anyone. You
might also want to map choices, communication, capacities, health concerns, contributions,
responsibilities, or any other pertinent issue. The format for each individual's plan is unique
based on his or her circumstances.
History Map, Background Map
- A personal history for the student from birth to
present is generated by the group. The individual and
those who have known him or her contribute
information by telling stories about significant events.
-The background map created helps the group to
understand the life experience of the student and his
or her family
Relationships Map
This map illustrates the person’s relationships.
- The inner circle is for those who are closest to the
student. It includes people who see the student everyday or
with whom the student has a very close bond.
- The second circle is for those people the student is
involved with on a regular basis.
- The outer area is for those people whom the student
knows and finds meaningful, but with whom there is not as
much opportunity to have contact.
Preferences Map
 Preferences Map reminds the participants that the
wishes of the student should be the basis for the
dream the group discovers capacities to build on and
conditions to avoid. These map helps illustrate
patterns in the interest and unique contributions of
the student, it also helps identify patterns in the
conditions that block or challenge the development
of opportunities.
Dreams , Hopes, Fears Map
- Dreams and Hopes are new images of the future
emerge as an individual and people who care explore ways
to fully express the student's capacities and interests in the
community. Participants bring together inner hopes and
dreams with a new appreciation for the student’s gifts and
preferences to form a shared dream for the future. This
chart helps illustrate what the student desires for his or her
home, job, community life, and personal life. This is a
picture of a dream.
- Fears
Places Map
- The places history for the student from birth to
present and may be in the future which generated
by the group.
Step 3: Develop the transition plan
Planning Team team considers the syudents’s goals, the
available services and supports in the following areas:
• health (medical needs and healthy lifestyle)
• daily living (self-care, meal preparation, etc.)
• housing / living arrangements
• finances and money management • socialization
• transportation • recreation
• community involvement • cultural associations
◦(ConsiderTransition Program Components)
Step 4: Implement the Transition Plan
Planning Team puts the Transition Plan into action includes
assigning very specific, detailed responsibilities and
timelines. Who will do what, when and how must be decided
by the team.
- Effective communication must be established to ensure that
the tasks/actions are carried out on time.
- The transition coordinator or a parent may choose to take on
the responsibility of ensuring that team members follow
through with the actions recorded in the Transition Plan
Step 5: Update the transition plan
 The transition coordinator schedules follow-up meetings
and updates the plan as needed. The family member may
initiate the process by identifying a need to review the plan.
Step 6: Hold an exit meeting
The transition coordinator organizes this final planning
session. At this stage of the process, the student is nearing
the end of the school. Here, the Transition Plan is finalized,
tasks and objectives achieved by the group to date are
identified, and any transition planning goals or objectives
that have not been accomplished are addressed.
bibliography
Betsy McGinnity & Betsy Bixler. (2010). Planning for Successful Transitions for Students
with Visual Impairments and Additional Disabilities.
B.C. Ministry of Children and Family Development. Transition Planning For Youth with
special needs. Retrieved August, 7, 2011 from
http://www.mch.gov.BC.ca/spec_needs/pdf/support_guide.pdf.
Cameameto, R., Levine, P., & Wagner,M. (2004). Transition Planning for Students with
Disabilities. A Special Topic Report from the National Longitudinal Transition Study-2
(NLTS2). Menlo Park, CA: SRI international.
Moss, K. and Wiley, D. (2011). A Brief Guide to Personal Futures Planning (Manual).