Adult/Transition Education
장애인 교육법에 따르면 학교는 장애 학생의 졸업 이후의 생활을 돕기 위해 16세부터 전환교육계획을 마련해야 한다. 전환교육은 장애 학생이 학교생활에서 사회생활로 옮겨가는 학습활동을 촉진하기 위해 미래에 성취해야 하는 교육결과를 초점으로 계획하여 교육하는 것이다. 이는 장애인서비스 기관 간의 협력 체제를 수립해야 하고 대학교육, 직업교육, 취업, 평생교육, 성인서비스, 자립생활, 지역사회활동에 참여를 고등학교 졸업하기 전에 계획하도록 하는 것이다.
The challenge
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전환서비스
전환서비스는 장애 학생이 중학교에서 성인으로의 전환을 하는데 도움을 주기 위한 것이며, 장애 아동을 위한 조정된 일련의 활동을 의미한다.
(1) 장애 아동의 학업 및 기능적 성취도를 향상시키고 학교에서 학교 이후 활동(대입 교육, 직업 교육, 통합 고용(지원 고용 포함), 평생 및 성인 교육, 성인 서비스, 독립 생활 또는 지역 사회 참여 포함)으로의 이동을 용이하게 하는 결과 지향적 프로세스 내에서 설계되도록 설계되었다.
(2) 아동의 강점, 선호도 및 관심사를 고려하여 개별 아동의 요구 사항을 기반으로 하며 다음을 포함한다.
- 지시
- 관련 서비스
- 지역 사회 경험
- 취업 및 학교 졸업 후 성인 생활 목표의 개발
- 적절한 경우 일상생활기술 습득 및 기능적 직업평가 제공
장애 아동을 위한 전환 서비스는 특별히 설계된 교육으로 제공되는 경우 특수교육이 될 수 있으며, 장애 아동이 특수교육의 혜택을 받을 수 있도록 돕기 위해 필요한 경우 관련 서비스가 될 수 있다. 이러한 서비스는 그룹으로 계획되어야 하며 결과를 향해 나아가는 것을 목적으로 한다. 즉, 무질서하거나 산발적인 활동이어서는 안 되며, 그 결과나 결과를 달성하기 위해 서로 조정되어야 한다. 장애가 있는 아동이 “최대한 가능한 한 생산적이고 독립적인 성인 생활을 영위하도록” 준비하는 것은 IDEA의 명시된 목표 중 하나이다.
What an IEP Must Contain
When the members of a child’s IEP team sit down together and consider how the child will be involved in and participate in school life, they must be sure that the resulting IEP contains the specific information required by IDEA, our nation’s special education law. Here’s a brief list of what IDEA requires:
A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects his or her involvement and progress in the general education curriculum;
A statement of measurable annual goals, including academic and functional goals;
A description of how the child’s progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided;
A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child;
A statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals; to be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and nondisabled children;
An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities;
A statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments;
(Note: If the IEP team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, the IEP must include a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child; and
The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.
The Individualized Family Service Plan (IFSP)
is a family-centered plan that details early intervention services and supports clients from birth to age three. The client’s initial IFSP is completed within 45 days of the family’s first contact with the Regional Center. The IFSP identifies and documents the outcomes desired by the family and clearly outlines how the IFSP team will work to achieve these goals. The IFSP comprehensively addresses health and safety-related issues, including the following:
- A record of the current physical development levels, including vision, hearing, and health status
- A description of the current cognitive, communication, social, emotional, and adaptive developmental levels
- A description of the family's concerns, priorities, the specific supports the child needs, and how these will be met
- A plan detailing the types and amounts of services and supports, the providers, and the locations of service provision
- Criteria, procedures, and timelines for assessing progress
- Procedures to ensure a smooth transition from Early Start to the next stage at age three
