- Assessment for Special Education Students for Grades 6-12 – No. 210
- Best Classroom Management Practices for Inclusive Classrooms for Grades 6-8
- Best Classroom Management Practices for Inclusive Classrooms, Grades 9-12 – No. 213
- Best Classroom Management Practices for Inclusive Classrooms, Grades K-5 – No. 211
- Best Practices for Differentiating in Inclusive Classrooms, 6-8 – No. 254b
- Best Practices for Differentiating in Inclusive Classrooms, K-12 – No. 254a
- Diagnosing Learning Difficulties, Grades K-12 – No. 216
- Differentiation as a Behavior Management for Special Needs Students Grades 6-8
- Differentiation as a Behavior Management for Special Needs Students, Grades K-5
- Differentiation as a Behavior Management Strategy for Special Needs Students Grades 9-12
- Evidence-based Methods for Teaching Exceptional Learners in All Content Areas, K-12
- Functional Behavior Assessment for Students with Disabilities, Grades K-12 – No. 218
- Implementing RtI: Tiered Intervention Strategies Grades K-12 – No. 221b
- Implementing the Florida MTSS – Multi-Tiered System of Support for Grades K-12 No. 221a
- Instructional Environments for Special Education Students Grades K-12, No. 219
- Intervention Strategies for Tiers II and III Students – Grades K-12 – No. 220
- Organizing and Maintaining Successful Classroom Environments, Grades 6-12 – No. 207
- Positive Behavior Supports, Grades 6-8 – No. 230
- Positive Behavior Supports, Grades K-5 – No. 229
- Positive Intervention Strategies, Grade K-12 – No. 228
- Remediating Learning Difficulties Grades K-12, No. 235
- Research-Based Assessment Practices for Special Needs Students Grades 3-8 – No. 234
- Response to Intervention for Incidence Disabilities, Grades 3-12 – No. 225
- School Procedures and ESEA Rules for Identification of Students with Disabilities: Assessment of Eligibility, Grades K-12 – No. 236
- Teaching to Autism for Grades K-5 – Course No. 239a
- The State of Florida Special Education Law Grades K-12, No. 237
- Tools and Practices for Effective Progress Monitoring, Grades K-12 – No. 231
- Transitional Plan Development for Students with Disabilities, Grades K-12 – No. 238
Transitional Plan Development for Students with Disabilities, Grades K-12 – No. 238
According to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) by age 16 special education students, in collaboration with their IEP team, must determine what instruction and educational experiences will best support and prepare them for the transition from school to adult life. Parents, students, and their teachers must all be involved in this important decision-making process. This course will introduce participants to methods of support for all stakeholders involved in a students’ IEP goals through various coaching models, setting of life goals, ways to invoke parental support, and setting college and career goals to ensure the development of important life skills and competencies.
- Identify and prepare to use protocols and models for teaching and guiding students in the setting of goals and objectives for high school and beyond.
- Aid students in the design of an educational plan that assures they gain the skills and competencies needed to achieve their goals.
- Design lessons with embedded resources that aid students and their parents in sustaining on-going post-school services and supports as they transition from the special education system.