Policy – Category 6000 (Instruction)
BP 6001 – Transition Services
instruction and service, if required to assist a student to benefit from special education.
8.2
Alternative Strategies to Meet Transition Service Needs
If a participating agency, other than the LEA, fails to provide the transition services described in the IEP, the LEA shall reconvene the IEP team to identify alternative strategies to meet the transition service needs for the student set out in the program.
9.0
Career and Vocational Education Program
California Education Code § 56462(c). The development and implementation of systematic and longitudinal vocational education curriculum including the following: (1) instructional strategies that will prepare pupils with severe disabilities to make a successful transition to supported employment and the community, and (2) the introduction of vocational and career education curriculum in the elementary grades for those pupils who can benefit from it. LEAs should develop and use a systematic and longitudinal vocational and career education curriculum starting in the elementary grades. A research-based transition curriculum, or an integration of transition into the content areas’ curriculum, should include instructional strategies for students with mild to moderate and severe disabilities that will support a successful transition from the formal education environment to employment, the community, and adult living. The IEPs of students with disabilities who attend high school must be reflective of the general education curriculum framework and standards. In accordance with standards- based educational reform, “transition plans” for students who receive special education services and “graduation plans” for students in general education need to be merged. Appropriate inclusion of students with disabilities can merge the seemingly two separate systems into one coordinated plan (Transition Fact Sheet, The Federation for Children with Special Needs, Inc., 1999). This publication was approved by the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). LEAs are encouraged to develop curricular plans, which address the interests and needs of individual students. This may be an infusion into all or part of the general education curriculum, special class services, or some other practice for provision of an education that reflects preferences, a career goal, and positive outcomes for adult living. All students should have opportunities to gain insights into the vocational or career world delivered at their level of development.
BP 6001 – Transition Services
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/19)
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