An individually designed education plan or program for a student that qualifies for special education services that include present levels of academic achievement and functional performance, annual goals, progress monitoring measures, special education, and related services, supplementary aids and services, program modifications or accommodations, frequency, location, and duration of services, and the extent to which the child with a disability will not participate with nondisabled children.
Published in Chapter:
Supporting Twice Exceptional (2E) Students Through Transition Programming: Preparing for Life After High School
Krystle E. Merry (University of Arkansas, USA) and Stefanie L. McKoy (University of Arkansas, USA)
Copyright: © 2023
|Pages: 24
DOI: 10.4018/978-1-6684-6677-3.ch015
Abstract
Twice exceptional (2E) students are those with two different exceptionalities: an extraordinary gift or talent and a disability. The Individuals with Disabilities Education Act (IDEA, 2004) requires individualized transition planning for students with disabilities – including 2E students who qualify for special education services. To prepare for post-secondary education, employment, and independent living skills, this chapter introduces transition services based on the Taxonomy for Transition Programming 2.0 (Kohler et al., 2016) model and assists educators in implementing transition services for twice-exceptional students with disabilities. This chapter also includes recommendations on how to a) coordinate across internal and external resources and services, b) include families and students in the transition process, and c) create a talent development plan within or in addition to an IEP.