Group items tagged

Linkages to Post School Options - beginning no later than the first IEP developed when the eligible student is 14 and update annually.

Definition: Transition in special education programs is the movement from program to another. Transitions can be:

It is important to communicate with your child's teachers concerning upcoming transitions. Typically schools will discuss transition at IEP team meetings or annual reviews. When discussing your learning disabled child's transition from one situation to another, it is important to understand:

The purpose of the Individuals with Disabilities Education Act is "to ensure that all children with disabilities have available to them a free appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living." Section 1400(d) The phrase "further education" and the emphasis on effective transition services is new in IDEA 2004. Section 1400(c)(14) describes the need to provide "effective transition services to promote successful post-school employment and/or education. (See "Findings and Purposes" in Wrightslaw: Special Education Law, 2nd Edition, pages 45-48)

(A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

DRS Regional Offices with Counties Served 8-16-09 Transition Improvement Action Plan Sample by Ed O'Leary Tennessee Transition Outcomes Project Report Out Meeting by Dr. Ed O'Leary

Well, I have had the opportunity to see many programmatic innovations and individual changes that go a long way even in a tough job market.

“I think speech recognition is really going to upend the current [computer] interface.

“We’re at a transition point where voice and natural-language understanding are suddenly at the forefront,

Jim Glass, a senior research scientist at MIT who has been working on speech interfaces since the 1980s, says today’s smart phones pack as much processing power as the laboratory machines he worked with in the ’90s. Smart phones also have high-bandwidth data connections to the cloud, where servers can do the heavy lifting involved with both voice recognition and understanding spoken queries. “The combination of more data and more computing power means you can do things today that you just couldn’t do before,” says Glass. “You can use more sophisticated statistical models.”