Jessica IEP Transition

In Case Study #2, my student, Jessica, is a 15 year old female with an intellectual disability. She attends a high school where she is enrolled in the Special Education program. As of late, Jessica is demonstrating inappropriate behaviors towards her peers and teachers. In addition, Jessica parents seems to be very protective of her and does not require her to assist around the home. Because of that, Jessica is completely reliant on her parents for her basic skills needs such as ironing, cleaning and cooking, and using public transportation. On the other hand, Jessica parents are certain she will attend a university one day, yet their unsure how to assist her with this transition. Moreover, Jessica is unsure about her career, but she does know she loves working with “pretty things” like flowers, painting and sculptures. I have selected 6 instruments to demonstrate likes and dislikes, or strengths and weakness to help guide my understanding concerning Jessica’s transition plan. To understand Jessica’s career interest, I have utilized “I Like To…” pg.11 and “What’s Important To You” pg. 16 in Career and Employment. The inventory that was selected to depict Jessica daily living strengths and weakness was “Living on My Own” pg. 76. The following informal assessments to gain more
At the moment, the assessments she has taken in the areas of independent living and mobility shows a great deficiency. If her parents would like to see her one day go off to college they should focus on those areas with the IEP team. Some of the ways the lack of independent living and mobility may be enhanced is by teaching her bus routes and asking her parents to give her chores at home. Also, it is important to give her the opportunity to work with her interest so she may excel at a career one day. For example, she loves to work with flowers maybe volunteering in a community garden will be