Small Bakery Shop Approximately Develop Life Skil

Small Bakery Shop Approximately Develop Life Skil

Small Bakery Shop Approximately Develop Life Skil

Instructions

For your Signature Assignment, you will write a paper to analyze the transitional needs of a student with a mild intellectual disability. You will then develop a brochure that would be appropriate for use in a community in order to further your understanding of necessary school and community transition services. There will be two parts to this Signature Assignment. You will submit both parts in one document.

Part I:

Using the provided case study information located under your weekly resources, develop an approach to transition planning involving the development of various life skills necessary to support successful adult living for a student identified with an intellectual disability after graduation from high school.

Include the following components in your paper:

  1. Describe the life skills to be addressed and justify why each skill is needed.
  2. Describe how these skills will be developed and supported.
  3. Determine who will be involved in development of each skills.
  4. Develop a plan for how you will engage the family.
  5. Provide a list of outside agencies that need to be included in the process.

Length: 7 pages, not including title and reference page.Please use and cite, page numbers this book Teaching Students with Moderate and Severe Disabilities, Second Edition by Diane Browder. i do not have this book. Also use Essentials of intellectual disability assessment and identification by Alan Brue . not including title and reference page.

References: Minimum of 5 scholarly resources.

Case study below : Case Study

Jennifer is a twenty-year-old high school student diagnosed with a mild intellectual disability. She is on track to graduate from public high school at the end of the school year in approximately five months. Jennifer is described as a quiet person who typically keeps to herself but who works diligently without needing much interaction with others in her environment. Jennifer will initiate and engage in conversation with familiar peers and adults but will not initiate interactions with people she does not know. She is shy and quiet with unfamiliar people and avoids eye contact when asked questions.

Jennifer currently lives with her parents and typically developing younger brother but indicated to her teacher she would like to live with an older cousin in a few years. Her father works two jobs outside the home. Her mother has a full-time job but is usually able to participate in school meetings. Jennifer enjoys shopping with her girlfriends, and she was in the cheerleading club at her high school.

For the past year and a half, Jennifer has worked at a small bakery shop approximately fifteen hours per week. She assists with general baking tasks and stocking items the display case. She does not handle money or participate in customer transactions. Jennifer enjoys her job at the bakery, but her preferred employment would be in the kitchen of a downtown restaurant. However, Jennifer does not yet possess the skills necessary to be a cook or line chef. Jennifer will need to learn several new skills to reach her goal of working in a restaurant kitchen. Jennifer also indicated she might be interested in applying for a position at a local fast food chain to gain relevant experience.

Currently her older cousin or mother will drive her to and from her part-time bakery job. Jennifer intends to work full time after high school, but she will no longer have access to transportation through her family members. Jennifer has never utilized public transportation, although she would have access to a public bus system. Her parents are interested in strategies to help Jennifer get ready for work independently in the mornings after they leave the house for work. Jennifer often forgets important items such as her employee badge, cell phone, wallet, or keys.

Jennifer reads independently at a fourth-grade level and can do basic addition and subtraction at a third-grade level. She has not mastered multiplication, but she is able to utilize the calculator function on a cell phone. She is unable to read or interpret signs in unfamiliar settings. While she understands time and can utilize a digital clock, she is unable to tell time using analog clocks which are often found in restaurant kitchens. Jennifer demonstrates adequate hygiene and is able to complete her self-care routine at home with minimal assistance or reminders.

Part II:

As a current or future leader in special education, develop a brochure outlining the various transition programs and services available through a school and community of your choosing.

Be sure to address the following in your brochure:

  1. Define transition and describe the transition process.
  2. Explain the importance of transition planning.
  3. Clarify the role of the caregiver in transition.
  4. Discuss the role of the school in transition, including post-secondary educational services, career and employment preparation, and community/independent living services.
  5. Indicate which individuals are typically involved in the process.
  6. Provide a list of community-based agencies and their roles in transition.
  7. Include any other information you deem appropriate.

Length: 3 page, brochure

References: Minimum of 3 scholarly resources.

Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect doctoral-level writing and APA standards.