special education

Running Head: EDUCATION FOR THE DIABLED YOUTH 1

EDUCATION OF THE DISABLED YOUTH 2

Education for the Disabled Youth

Name

Institution Affiliation

Date

Education for the Disabled Youth

During the collaboration meeting segment with my team members, we were able to table several issues that tend to affect the students with disabilities. One of the primary concerns was the right to education. Previously the youth born with various disabilities did not receive a quality education, and for those who are privileged to go to school, the education that they reviewed was of low standards; thus, they did not graduate to other higher or advanced levels of education such as post-secondary education. We were able to discuss the various strategies and measures which are needed to be put in place so as to address the issue of education for the children and youth born with various disabilities issues. Nevertheless, the program is designed to ensure that people are not only provided with a basic education but also they are subjected to equal employment opportunities (Fullan, 2017). Providing employment opportunities to such individuals will help eradicate the issue of over-dependency on their family members and the entire state at large. Employment will help the disabled to earn their respective incomes, and thus they can meet their day to day requirements. The program thus aims at transforming the lives of students with disabilities right from high school to adult life. Various students have various strengths in different fields of operation; thus, the program aims at nurturing the skills and competence that various disabled youths have in order to prepare them for a greater tomorrow.

The teachers’ feedback showed confusion regarding the positions of partners in change preparation. We agree the partnership among school staff and organizations is inadequate. Instructors and parents claimed that in transfer meetings, there is little presence and planned accountability of organizations. In conjunction with education, interdepartmental cooperation will enhance students ' conscience-determination abilities, student engagement at the school level, and IEP committee sessions, contributing to better results at school and post-school level. Teachers and parents stressed the importance of career training for children with disorders in transfer preparation

There were to the main area of need addressed. They include the level of participation and agency assessment. There was no signature for the applicant in the segment on participation steps, and there was no amount of attendance. The survey questions for the department were incomplete, so there was no structured or informal examination of vocation. The bulk of ARD sessions were not attended by guardians.

The following steps will be taken to ensure continuity in program evaluation.

· Follow up after the transition

· Administrative support for transition

· Incorporating the use of a variety of funding sources

· Conducting agency meetings with both the family and the students

· Ensure proper training of both the families and students.

In order to ensure effective sharing of both the program and environment data with the pertinent stakeholders, there is a need for formulating a system that provides an update to each stakeholder in case of an amendment. Nevertheless, there is a need to ensure that various meetings will be carried out pertaining to the system update (Fullan, 2016). This will provide aid in ensuring that all the stakeholders in the organization are well aware of the current status of the program and environmental data. Updating pertinent stakeholders will help in ensuring that the formulation process, amendment process, and the implementation process experiences a smooth workflow because there will be effective coordination among these stakeholders.

References

Fullan, M. (2016). Professional culture and educational change. School psychology review, 25(4), 496-500.

Fullan, M. (2017). Leading in a culture of change. John Wiley & Sons.

Appendix C

Action Plan Title Collaboration between schools and agencies
Program Goal · The goal is to achieve the desired outcomes for the students. · Effectively utilized the outcomes in order to provide assistance and their parents to develop a positive future.
Implementation	Evaluation-Updates
Action Steps to Complete	When	When By Whom	Resources: What Is Needed for This to Happen?	Progress Notes
follow-up after the transition	Immediately after implementation	Follow up team	Questionnaires forms
administrative support for transition	After the follow-up	Heads of administration
using a variety of funding sources,	During the implementation phase	Stakeholders	Having different funding sources
agency meetings with students and families,	Before the introduction of the program	Various agency representatives	A selected area where all the parties can coverage
training students and families	During the implementation process	Trainers from the agency	Training appliances