Chat with us, powered by LiveChat The student will develop a Transition Plan for a student with multiple disabilities from a case study provided by the instructor. The plan will include a Transition statement, course of stu - Very-Good Essays

The student will develop a Transition Plan for a student with multiple disabilities from a case study provided by the instructor. The plan will include a Transition statement, course of stu

The student will develop a Transition Plan for a student with multiple disabilities from a case study provided by the instructor. The plan will include a Transition statement, course of study, measurable goals that address IEP goals and post-secondary goals, and agencies (minimum of two) that address the Transition statement and post-secondary goals.

Critical Portfolio Task -  Rubric

Rubric Competencies


(1) The Transition Plan contains specific sections:

  • Demographic Information
  • Exceptional Student Education (ESE) Program Eligibility
  • Members of the Individual Educational Plan (IEP) Team
  • Transition Assessment Data
  • Curriculum Decision – Standard versus Modified
  • Parent Input
  • Student Input – strengths, preferences and interests
  • IEP Goals:
    • Self-Determination
    • Self-Advocacy
    • Educational
  • Post-Secondary Goals
    • Career
    • Employment
    • Independent Living Skills
  • Agency (s) to be involved and justification.


(2) Transition statement is evident and it explicitly addresses the student's interests and needs. The course of study is listed following the Transition statement.


(2) Transition assessment data clearly addresses student needs and aligned to post secondary and career goals.


(3) Student input is explicit and addresses strengths, preferences, and interests.


(4)  Parent input is explicit and addresses areas of strengths and concerns.


(5) IEP goals are measurable and are aligned to student behavioral and academic needs.


(6) Post Secondary goals are measurable and are aligned to student post secondary transition needs including academic, technical, and career education development. 


(7) Agency linkages are aligned to the post secondary needs of the student.


(8) Transition plan does not have grammar, spelling or typographical errors.

Transition Case Study – 8

Student B

Age: 16

Disability Category: Multiple Disabilities (Intellectual Disability and Cerebral Palsy)

Race/Ethnicity: Caucasian

Pertinent family characteristics: Lives at home with mother and sisters. His mother is a teacher at the local high school; His Father lives in the same town and works as a mechanic.

Student B is a 10th grade student in a suburban high school. He receives special education services as student identified with Multiple Disabilities (Intellectual Disability and Cerebral Palsy). Based on Stanford Binet-5, Student B has a full scale IQ of 50.

Student B’s mother reports that at home, Student B likes to play Uno with his family, watch tv (sports), garden with his mom, and hang out with the family pets; a ferret and a dog. His jobs at home include helping to clean his room and feeding the pets, but she thinks he could do more to help out if she and his sisters supported him. Student B’s sisters say that he likes to hang out with them at home, especially when they have friends over or are doing homework. Because Student B’s mom works at the high school, Student B stays at school until she finishes her work day. During this time, Student B likes to watch the school athletic team’s practice, especially volleyball (one of his sisters is on the team) and basketball. Though Student B does not live with his dad, he sees him most weekends and enjoy spending time at the auto shop where his father works. He likes to talk to the other mechanics and customers. Three days a week, a personal care attendant from United Cerebral Palsy comes into the home for three hours to assist Student B in his daily living needs including bathing and preparing for bed. Student B’s mother provides these supports during the rest of the week.

Student B has strengths in the area of math. Student B is able to tell time with a digital clock and compute basic 1 and 2 digit addition and subtraction problems without regrouping. On the most recent MAP-A test, Student B scored proficient in social studies and in mathematics.

In the area of reading, Student B is able to pronounce one-syllable words. He has difficulty pronouncing multi-syllable words and words with consonant digraphs. Using a computer with an adaptive keyboard, Student B is able to spell out some one-syllable words and type simple sentences with some missing punctuation and capitalization.

Student B is able to manipulate his electric wheelchair semi-independently. He has difficulty maneuvering through tight spaces including classroom and store shopping aisles, and he often asks for help.

Student B receives instruction in both the general education and special education classrooms. He receives reading, writing, and math instruction in the special education classroom. Student B also participates in electives in the general education classroom. He has taken PE, food preparation, choir and weight training. He enjoys these classes and has paraprofessional support to interact with his peers.

Student B enjoys attending all sporting events at the high school. He particularly likes basketball and can be found in the gym watching practice until his mother finishes her work at school. One of Student B’s strengths is being social; the volleyball team members refer to Student B as their number one fan. Student B recently started as manager of the basketball team.

On the Picture Interest Career Survey (PICS) the pictures represent individuals working in a variety of settings and at various skill levels. The PICS user is asked to choose one picture out of the three presented in each item. Student B’s main interest areas were

Human Services (social) and Health Science (social). The Vineland Adaptive Behavior Scale was administered and Student B scored as follows: Communication, 40; Daily Living, 55; and Socialization, 50, Ab Quotient was 48. His highest areas were in receptive communication, play and leisure time, and gross motor skills. The areas he scored lowest on were socialization, expressive communication and written communication, community living skills, and fine motor skills.

Student B has had a few on-site work experiences through school. He is learning how to use the cash register at the school café, which is run by a vocational class for students with disabilities. He has also been a volunteer office assistant for the afterschool program secretary where he makes simple copies, and puts information in the teachers’ mailboxes. His vocational teacher has set up a checklist system that he uses in order to stay on task and get all of his work done. At this time, Student B is not paid for either work experience, but he enjoys the tasks, especially if they include interaction with other people.

Student B and his family would like him to live in an apartment with appropriate supports after he graduates from high school. They would like to see him become more independent in his daily care skills and choose healthy foods for snacks and breakfast. His mom would also like to see him participate in community-based supported employment experiences that could lead to part-time paid job.

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