Subject area/ Special Education. Course / Educational Neuroscience, Advanced Study in Developmental Science. Ages/ (9-21). Type of paper/ Transition Paper
Focus/
- Students with intellectual and other developmental disabilities who have [[Emotional Self-Regulation, and Written Language Disorder]]
- Transition program/ Project SEARCH https://dcps.dc.gov/page/project-search-service
- Sitting/ DC Public School Grade 6 to 12.
- Linking the program with DC Transition Services, Programs and Supports
https://dcps.dc.gov/service/transition-services-programs-and-supports
https://dcps.dc.gov/page/transition-courses
https://dcps.dc.gov/page/exploring-future-your-sped-student
https://dcps.dc.gov/publication/guide-transition-services-programs-and-supports
Students will conduct An Hour-Long Observation of a transition program. Prior to the observation, students will identify the specific atypicality they want to examine (i.e. reading disorders, written language disorders, emotional self-regulation, ASD, etc.) to ensure alignment between the program and the selected developmental atypicality. Based on the transition visit, class readings on transition, and additional information gathered from reviewing the extant literature, students will write a 8-10 page paper, double-spaced in APA format, in which they:
- 1) Identify how the specific atypicality is related to the achievement (and any barriers to achievement) of post-secondary transition goals/2 pages
- 2) Discuss the how the transition program (i.e. academic, social, and environmental factors) supports the needs of the target population in one of the following domains: employment, post-secondary education, independent living, recreation /3 pages
- 3) Provide additional recommendations based on recent understandings in neuroscience for improving the transition program/ 3 pages
NOTE: Please note that it must use [Synthesizing] in this paper. EXAMPLE: (Sanders & Katz, 2004; Hirsch, Smith & Oppenheim, 2011; Nader, Goldsmith & Salah, 2015). Synthesizing (for each point or information or idea paraphrase what several sources authors said or found, NOT only one source), which is different than just citing (use only one author or source for each idea).
Resources: [the following are recommended resources] you can use different resources.
McCloskey, G., Perkins, L.A., & Van Divner, B. (2009). Assessment and intervention for executive function difficulties. New York: Routledge. Tokuhama-Espinosa,
- (2011). Mind, brain and education science: A comprehensive guide to teaching the new brain-based teaching. New York: W.W. Norton & Company.
Sousa, D. A. (Ed.). (2010). Mind, brain & education: Neuroscience implications for the classroom. Bloomington, IN: Solution Tree Press
Fletcher-Janzen, E., & Reynolds, C. R. (Eds.). (2008). Neuropsychological perspectives on learning disabilities in the era of RTI: Recommendations for diagnosis and intervention. Hoboken, New Jersey: Wiley and Sons.
Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V., et al. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32(2), 115-128.
Trainor, A. A. (2010). Adolescents with disabilities transitioning to adulthood: Implications for a diverse and multicultural population. The Prevention Researcher, 17(2), 12-16.
Johnson, S. B., Blum, R. W., & Giedd, J. N. (2009). Adolescent maturity and the brain: The promise and pitfalls of neuroscience research in adolescent health policy. Journal of Adolescent Health, 45(3), 216 -221
Müller, E. (2011). Neuroscience and special education. In forum: Brief Policy Analysis..
Dučić, B., Gligorović, M., & Kaljača, S. (2018). Relation between working memory and self‐regulation capacities and the level of social skills acquisition in people with moderate intellectual disability. Journal of Applied Research in Intellectual Disabilities, 31(2), 296-307.
Note: You can use differnt resources
