Developing and Implementing Transition Plans

Description

Discussion Board 5

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Flex room

 

This assignment relates to the following Course Learning Requirements:

 

CLR 2: Survey available community services for individuals with ASD.

CLR 3:Develop and implement transition plans to meet the changing needs of the individual with autism spectrum disorders, family and service providers within and across a variety of settings using hypothetical case studies.

CLR 8:Interact with the individual and family with sensitivity and flexibility with regard to culture, race, ethnicity, language, religion and socioeconomic status.

 

Objective of this Assignment:

The keys to transition planning are collaboration, partnership development, relationship building, and ongoing communication between transition team members that continuously must take place in order for successful long-term outcomes. It is this interdisciplinary relationship that is integral to providing a positive transition experience and long-term positive outcomes for individuals with ASD and their families. Within all partnering relationships, strategies, tools, and outcomes are viewed through a variety of diverse lenses, each bringing an important perspective to the table.

The purpose of this Discussion Board Assignment is to reflect thoughtfully and exchange ideas on transition planning and implementation and the importance of collaboration and partnership that is covered in this course. The readings following, have been carefully chosen to present common strategies and tools used to support many students with autism spectrum disorders in publically-funded schools across the province of Ontario.

Instructions:

Read:

Prizant, B. (2013). The Flex Room: Supporting Inclusion and School Success. Article appeared in Autism Spectrum Quarterly, Fall Edition.

http://barryprizant.com/wp-content/uploads/2015/07/asq24_flexroom_part_2_fall_2013.pdf

 

For this article, the specific questions that will guide your responses are as follows:

1. How does the strategy relate to supporting transition planning and implementation for students on the autism spectrum?

2. From your theoretical and practical experience, does this strategy envelop principles of applied behaviour analysis? If so, how? If not, how can you embed the best teaching practices of applied behaviour analysis into this strategy?

3. As this strategy is commonly used to support students with an autism spectrum disorder in many publically-funded schools across the province of Ontario, what does this transitional strategy bring to the learning of the student? How can you strengthen the student’s learning by using principles of applied behaviour analysis?

 

Each student is responsible for carefully reading all the assigned material and being prepared for each discussion.

 

The readings the have been carefully chosen to present common strategies and tools used to support students with autism spectrum disorders in many publically-funded schools across the province of Ontario. Although some may be from the course text, additional readings may be assigned by the facilitator from supplementary resources.

 

Evaluation of a graded discussion forum post is based on contribution to discussions.

 

Grading for discussions is based on your interaction (i.e., responding to classmate postings with thoughtful responses) and your critical thinking. Just posting your response to a discussion question prompt is not sufficient; you want to conscientiously interact with your classmates. Be as detailed as possible in your postings and in your responses to your classmates’ postings. Feel free to agree or disagree with your classmates but always make sure that your postings are civil and constructive.

 

Your facilitator will monitor the discussions and will respond or interact with the discussions being posted.

 

A standard discussion forum post will be 200 words in length and should ideally respond to at least 2 of your classmates’ post meaningfully and critically. Each discussion assignment may have specific questions, ideas, or concepts that the facilitator wishes you to follow and to which you need to respond.

 

*Note: Please see any additional clarification for discussion assignments that the facilitator may post. For more information on Developing and Implementing Transition Plans check this;https://www.undp-capacitydevelopment-health.org/en/transition/2-planning

 

 

 

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