2.  Define  Transition Planning.   

• 3.  Define Transition Programs and Services.
  • citations to support.
• 4.  Answer the following Questions:  Take time this week to examine the laws in your state and national level to determine who, how and why individuals can be eligible for transition services.
  • Who is eligible?  (ex. ages, disability, verification, etc.)
  • How do individuals become eligible?
  • How do individuals access services and programs that can support a successful transition throughout life?
  • What is the process for becoming eligible?
    • Answer each of these questions and others in a brief written summary defining what you discovered.
    • Add all citations and references to support your written summary.
  • Why is Transition Planning so Important?

Part 3:  

• 5.  Matrix like the one below that ...  - (see sample below) :
  • a.  Defines each of the following terms.  Feel free to use the document provided and outside resources for the matrix contents.

     Key Terms to define, add characteristics and strategies to support each of the following:

•  
  •  
    • Autism/Autism Spectrum Disorder
    • deafness
    • deaf-blindness
    • hearing impairment
    • mental retardation/intellectual disability
    • multiple disabilities
    • orthopedic impairment
    • other health impairment
    • serious emotional disturbance
    • specific learning disability
    • speech or language impairment
    • traumatic brain injury
    • visual impairment
• b.  Add characteristics to explain each of the disabilities Download characteristics to explain each of the disabilitieslisted below. 
  •  
    • Feel free to use the  websites and documents attached below as a guide and/or search for outside resources to help with the definitions and characteristics.  
      • Scanned document printed Links to an external site. with credit to the source -- Transition Services in Special Education - A practical approach, Piegrangelo and Giuliani, 2004: Pearson Education, Inc.
    • Refer to your textbook, attached website and the scanned support document attached for additional information.
      • Remember:  if the document becomes disabled, you will locate it in the Resource tab on the left of the screen under Course Documents - Unit 5. 
• 6.  Strategies, Techniques, Teaching tools or Support mechanisms:
  • Undergraduate Students:   Identify 2 strategies, techniques, teaching tools or support mechanisms you would provide to support the effectiveness in the transition process for a child/youth with this disability or a range of disabilities. 

Example of Matrix: 

Key Term	Definition Narrative format What is this special need?	Characteristics List at least 4 What characteristics define the actions/behaviors?	Strategies, techniques, teaching tools or support systems Undergrad = 2  Graduate = 3  What strategies, teaching tools or techniques can you use to support this individual with special needs?   Ex. assistive technology	Textbook or Outside References
Autism
Autism Spectrum Disorder
etc.

7.  Submit Part 2:  Definitions and Answers to the questions - (i.e. 2, 3 and 4) 

     Submit Part 3:  Matrix with list of key terms and definitions for disabilities, characteristics and strategies and references.  (i.e. 5 and 6)