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Interagency Collaboration

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Secondary Transition Guide - Home Page. Interagency Collaboration and Transition. "Collaboration is a way of thinking and relating, a philosophy, a paradigm shift, an attitude change. It requires a set of behaviors, beliefs, attitudes, and values. The result is a sense of shared ownership, shared responsibility, shared success. "-Bishop, K.K. (1993) Family/Professional Collaboration for Children with Special Health Needs and Their Families (Monograph), Burlington, Vermont: Department of Social Work, University of Vermont, pg. 11-12. As parents anticipate the transition of their student with disabilities from school programs to adult services they are faced with significant challenges.

"No one can do it alone. What is Collaboration? An adaptation of a working definition of collaboration is "a mutually beneficial and well-defined relationship entered into by two or more [individuals or] organizations to achieve common goals. What is Transition? Transition simply defined, is "passage from one state to another. " Why is Collaboration Important in Transition? Collaboration Profiles | FindYouthInfo. Interagency Collaboration Annotated Bibliography. (prepared for NSTTAC by Valerie Mazzotti) As identified by Kohler's Taxonomy for Transition Programming, interagency collaboration is a primary component of "best practices" in secondary transition to promote positive post-school outcomes for students with disabilities (Kohler, 1993; Kohler, 1996).

Additionally, the Individuals with Disabilities Education Act of 2004 mandates the "development and implementation of transition programs, including coordination of services with agencies involved in supporting the transition of students with disabilities to postsecondary activities" (20 U.S.C. 1411[d] § 300.704). The concept of interagency collaboration is not new to the field of secondary transition and has been identified as a key component of the transition planning process since the 1980's (e.g., Albright, Hasazi, Phelps, & Hull, 1981; Johnson, Bruininks, & Thurlow, 1987). References Albright, L., Hasazi, S. Benz, M. Bullis, M., Davis, C., Bull, B., & Johnson, B. (1995). Heal, L. 11 Effective Strategies. IFCTT Home Page. Community YouthMapping. Not only did it give me something productive to do over the summer months, but it opened up so many opportunities and possibilities for me.

It gave me more incentive to keep working for my community, especially for youth. I learned what the real world is like. I was able to interact with adults on a one-on-one basis. I improved my communication skills greatly and gained more self-confidence. I learned what is and is not out there for young people. Community YouthMapping is .......... Community YouthMapping is yougn people canvassing their neighborhoods in search of places to go and things to do.

Coordinated by a local public/private/non-profit partnership and led by a local community based institution, the Community YouthMapping effort is a lot more than just a project. Measures of Success Use of Data - engaging the community in a collection of new data can provide a comprehensive look at what community resources really exist for children, youth and families, from a youth perspective. AZ CTT Manual. Center for Effective Collaboration and Practice (CECP) Interagency Agreement sample. Plan for Life after High School. NAPTAC. Cultural and Linguistic Diversity. Language Barrier In this chapter, you will learn about the language barriers that can exist for a parent who comes from another culture and has a child with a disability who is served in the special education system. Research about language barriers will be presented along with María’s story.

Things to Consider: 1. Imagine you are in a doctor’s office for a routine check-up. During your check-up you are greeted by 5 different doctors who are there to inform you of your health. They all speak a different language than you do. Language Barriers- What Research Says... Between the years 1980 and 2000, the U.S. population increased by one-fourth. Working with Interpreters - A Commentary by Dr. What Does this Mean for Teachers? Teachers need to be aware of and prepared for overcoming language barrier obstacles. Always have an interpreter present. Understanding Language Barriers- What María Says... I never wanted the language barrier to be a burden to the teachers. Activity: References.

Checklist to Facilitate Cultural Competence in Community Engagement. The Community Is the Key to Engaging Culturally and Linguistically Diverse Families - SEDL Letter, Putting the Public back into Public Schools, Volume XII, Number 1, May 2000. Home | SEDL Letter Archive by Kathleen Trail Published in SEDL Letter Volume XII, Number 1, May 2000, Putting the Public back into Public Schools Getting culturally and linguistically diverse families involved in education issues can ensure that all of a community's perspectives on education are included in the decision-making process. This philosophy has been an important part of SEDL’s Community Dialogue in Education Reform project. Suzanne Ashby and Cris Garza, program associates in SEDL’s Language and Diversity Program (LDP), first began with a goal to research and select one public engagement strategy that might be effective in including culturally and linguistically diverse (CLD) families, who are so often left out of discussions about school reform, then adapt that model and test it.

The issues facing teachers, administrators, and parents regarding school reform are complex. A bend in the road is not the end of the road—unless you fail to make the turn. Raising Special Kids | Support Groups. The following is a listing of support groups or agencies that sponsor groups for families and individuals with disabilities and special health needs. We highly recommend calling a group you are interested in prior to attending a meeting to be sure it is still active, and to confirm the dates, times and locations of the groups.

Additional groups may be found at Community Information & Referral Services by visiting or calling 877-211-8661. Albinism NOAH - National Organization for Albinism and Hypopigmentation In Arizona Contact: Cyndy Bensema, 602-995-1036 North West Valley CHADD (Maricopa County)Acacia Elementary School (Media Center)3021 W Evans Dr. in PhoenixDate: Fourth Tuesday of the Month7:00pm Chino Valley ADD/ADHD Parent Support Group (Yavapai County)Chino Valley: 1704 Palo Verde DrDate: 2nd Monday of each month Time: 7:00-8:30pmContact: Marcia T. Prescott ADD/ADHD Parent Support Group 212 S. Adoption of Children with Special Needs Southwest Center for HIV/AIDS. Transition | Topics | Center for Parent Information and Resources. Project C3 - Connecting Youth to Communities and Careers. Home. Seamless Transition Overview. Let's Talk About Seamless Transition The sequential delivery of specific preparatory and coordinated services that begin in early high school and that result in uninterrupted transition from public secondary education to employment and/or post-secondary education.

The entitlement of free public education has been an important aspect of school life for students with disabilities who by law have the benefit of an Individual Education Plan throughout their public school experience. They also have the benefit, beginning at age 16, of mandated planning for the eventual transition from this publicly supported education to employment and adult life.

Unfortunately, without careful planning and coordination with necessary services outside of the school systems, youth with disabilities often experience an abrupt end to the supports and programs they need to sustain what they learned and the skills they may have acquired during their education. Promising Transition Interventions >>> Resources.

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