The ability to utilize person-centered planning (PCP) skills is essential when working as an autism specialist. As the person who is primarily responsible for ensuring compliance in transition planning, you will be called upon to guide and prepare students and their parents/guardians for the transition process and creation of a unique transition plan that is designed based upon the specific needs of the individual student.
Part 1: Person-Centered Transition Planning Meeting Agenda
Consider the student you have been working with in the Clinical Field Experiences throughout the course. Imagine you are preparing for a transition planning meeting with the student, parents/guardians, and other members of the IEP team. Using the data and information you have gathered while working with your mentor and the student, create a meeting agenda that can be shared with all IEP stakeholders as part of a transition planning meeting invitation. The goal of the agenda is to give all IEP team members a clear understanding about the content of the meeting and expectations for stakeholder involvement and contributions.
Throughout all parts of the assignment, ensure you do not use the student’s name, but instead a pseudonym.
The meeting agenda should address the following:
Identify all meeting stakeholders, their role in the meeting, and the information that they will share during the meeting.
Explain specific transition assessment data that will be presented in the meeting and how it will be analyzed and used for instructional decision making.
List key talking points that will be discussed related to setting student goals for post-secondary education and training, employment, and independent living skills.
Part 2: Person-Centered Planning and Student-Driven Transition Meetings
As you consider the student you have been working with in the Clinical Field Experiences throughout the course, create a 3-5 minute podcast or video or a 500-750 word letter for the IEP team and pertinent stakeholders/community members. Address the following:
Explain why student-driven transition meetings are critical to this student’s success, including supporting evidence to substantiate your position. Consider the Christian worldview perspective and describe how creating a supportive environment for students to engage in student-driven transition meetings can provide them with a sense of human value and dignity during the transition planning process.
Provide examples of specific strategies and techniques that can be used to prepare the student for the transition planning meeting and support him/her in facilitating a student-led person-centered meeting.
Describe the evidence-based strategies and activities that should be used to ensure that individual differences and the unique needs of the student are being addressed in the development of goals related to educational, employment, and independent living skills.
Describe specific strategies commonly used to lead and facilitate collaboration among stakeholders to improve supports and develop education and training, employment, and independent living goals that are compliant, realistic, and measurable and provide appropriate support for students with ASD.
Discuss the timelines and frequency for ongoing data gathering, development of digital portfolio content, and presentation of the content each year until graduation from high school to ensure the student has a solid post-secondary plan for education and training, employment, and independent living.
Remember that video and audio quality are important and should be taken into consideration if creating a podcast or video. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected
