transition assessment and the iep pages
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Jim Martin University of Oklahoma Zarrow Center 840 Asp Ave., Room 111 Norman, OK 73019 Phone: 405-325-8951 Email: [email protected] Web: http://education.ou.edu/zarrow/. Transition Assessment and the IEP Pages. Agenda. Purpose of Special Education Transition Big Ideas - PowerPoint PPT PresentationTRANSCRIPT
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Transition Assessment and the
IEP PagesJim MartinUniversity of OklahomaZarrow Center840 Asp Ave., Room 111Norman, OK 73019Phone: 405-325-8951Email: [email protected]: http://education.ou.edu/zarrow/
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Agenda Purpose of Special Education Transition Big Ideas Three-Part Transition Assessment Process
– Self-Determination Skills– Basic transition skills– Vocational Interests
• Can read
• Can’t read
– Functional Assessment
Student-Directed Summary of Performance to Frame Transition Assessment and IEP Transition Page Construction
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The Purpose of Special Education
What is the purpose of Special Education?
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The Purpose of SPED. . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education,employment, and independent living.
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The Reason Why - 1
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The Reason Why -2
Elementary Model
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A Secondary TransitionEducation Framework
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Transition Big Idea #1
Where will the student live?
Where will the student work?
Where will the student receive education after high school?
Design the high school years to ensure that students opportunities to gain the skills needed to achieve postsecondary education, employment, and living goals.
Transition Big Idea #2
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To enable students to attain postsecondary goals, involve students in identifying and making linkages to postsecondary supports and programs before exiting the school system.
Transition Big Idea #3
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Seven Transition Steps1. Student becomes involved in IEP planning
process2. Student completes a three-part transition
assessment process.3. Student writes Present Level of Academic
Achievement and Functional Performance4. Student develops Course of Study5. Student develops Postschool Linkages6. Student works on attaining IEP and personal
goals7. Student builds a their Summary of Performance
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Completing a Three-Part Transition Assessment
Process
Step Two
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IDEA 2004 and Transition Assessment
TAs are needed to develop postsecondary goals that take into account: – Student strengths, preferences, and
interests
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Career Development Stages. Where Are Your Students? Career Awareness
– Believes self as worker in different jobs Career Exploration
– Explore interests in relation to jobs Career Preparation
– Skill acquisition that matches interest and skills
Career Assimilation– Movement into job
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Transition Assessment in The IEP (Form 7) Present Levels of Academic Achievement and
Functional Educational Performance– Page 1 of form 7– Current assessment data– Transition strengths and needs
• Address with transition goals
Transition Assessment Results– Page 6 of form 7– Name of assessment, date given, and results– Used to develop postsecondary goals and transition
goals
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Three-Part Transition Assessment Model
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Three Part Transition Assessment Model
1. Self-Determination Assessment
2. Adaptive Behavior Assessment
3. Vocational Interest and Skills
Frequency: We believe that each of the three types of assessments need to be completed at least annually.
Transition Assessment Progression Chart
Divided by Mild Disabilities and Moderate and Severe Disabilities
Mild Disabilities – Motivated independent learner– Less motivated learner
Presents by grade or age what to do when
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Self-Determination Assessment
Part 1 of the 3-Part Transition Assessment Process
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Why SD Assessment? Improved postsecondary outcomes
– Goal setting during early adolescence– Awareness of disability– Goal attainment
Improved academic performance– Limited studies so far
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Self-Determination Constructs
• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Use of self-management
strategies to attain plan• Self-evaluation• Adjustment
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AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at
– http://education.ou.edu/zarrow Cost: free
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ARC Self-Determination Assessment Student version Must use the manual to score Cost: free Available at
http://education.ou.edu/zarrow
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ChoiceMaker SD Assessment Curriculum Referenced Assessment
– Choosing Goals– Participating in IEP Meetings– Taking Action on Goals
Sopris West (search by author: Martin)– www.sopriswest.com
Cost: $12.95 for 25 copies
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SD Assessment Components AIR SD Assessment
– Capacity• Knowledge• Ability• Perception
– Opportunity• At school
• At home– Graph Results
Parent Version Teacher Version Student Version
ChoiceMaker SD Assessment– Curriculum-referenced
assessment– Student Skills and
Opportunity at School• Choosing Goals• Expressing Goals• Taking Action
– Graph Results– Select IEP Goals
Only teacher version
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Complete the AIR Educator SD Assessment on a Student You Know.
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Page 2, top box and Page 3 top box for example of OK IEP Examples
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Adaptive Behavior Assessment
Part 2 of the 3-Part Transition Assessment Process
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Our Belief The law states that an independent living goal
be addressed “when appropriate.” We believe that to determine if an
independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?
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Transition Planning Inventory Home version Teacher version Student version CD version speaks to students or parents and
automatically scores Available From
– (www.proedinc.com)– Pro-Ed
Cost: $175. Computer Version: $159. Combo: $250
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Scales of Independent Behavior-R
SIB-R Scales (norm referenced)
– Community and personal living skills– Social interaction and communication– Motor skills– Overall measure of independence– 14 adaptive behavior & 8 problem behav areas
Available From– http://www.riverpub.com/– Riverside Publishing
Cost: $248
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Informal Assessments for Transition (Two Books)
Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community
Participation Communication Interpersonal
Relationships
Available From–(www.proedinc.com)–Pro-Ed
Cost: $39.00
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Enderle-Severson Transition Rating Form ESTR-J
– Students with mild disabilities– Parent version (available in Spanish)– Teacher version– Five Transition areas– $20 for 10 assessments– www.estr.net
ESTR-III– Students with “more” disabilities– Parent version– Teacher version– Five Transition areas– $20 for 10 assessments– www.estr.net
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Casey Life Skills - Why Look Anywhere Else?
Web based and FREE!!! Spanish or English, with numerous
supplemental assessments Youth and caregiver formats Automatically scored and sent to you Can obtain class summaries Provides different levels of questions for
students across functioning levels– Level 1 basic skills– Level 4 complex skills
www.caseylifeskills.org
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37Page 4 of OK IEP Examples – top box, page 5 top box
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Adaptive Behavior Assessments Transition Planning Inventory (TPI)
– ProEd, Austin Texas (www.proedinc.com) Scales of Independent Behavior - R
– Riverside Publishing (http://www.riverpub.com) Informal Assessments for Transition Planning
– ProEd, Austin Texas (www.proedinc.com) Enderle-Severson Transition Rating Form
– www.estr.net Casey Life Skills
– www.caseylifeskills.org
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Vocational Interest Assessment
Part 3 of the 3-Part Transition Assessment Process
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Vocational Interests for High Achieving Students With Mild
Disabilities
Group Interest Inventories– ACT Plan– ACT Explorer
U.S. Dept of Labor O*NET– www.onetcenter.org– Interest profiler, ability profiler
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Individualized Interest Inventories
Paper and Pencil Individual Interest Inventories– Strong Interest Inventory– Self-Directed Search
Page 5 and 6 of OK IEP Examples – bottom box
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Self Directed Search - Form R Students with advanced reading skills Spanish version manual, assessment booklets,&
occupations finder Reports interests across occupations,
educational opportunities, and leisure Available: www.parinc.com Cost: $150
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Self-Directed Search - Form E
Students with limited reading skills Spanish version manual, assessment booklets,&
occupations finder Reports interests across occupations Available: www.parinc.com Cost: $150
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On-Line Free Interest Inventories On-Line Individual Interest Inventories
– My Future• http://www.myfuture.com/toolbox/workinterest.html
– I Oscar• www.ioscar.org
– Career Voyages• www.careervoyages.com
– Career Clusters• www.careerclusters.org (download in pdf format)
– OK Career Information Systems (need username)• http://okcis.intocareers.org/
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Exploration of Interest Results Occupational Outlook Handbook
– www.bls.gov/oco/home.htm– www.bls.gov/k12/index.htm
Job videos (English or Spanish)– Individuals & Job clusters
– http://acinet.org/acinet/videos.asp?id=27,&nodeid=27
– www.careervoyages.com• Uses the above videos in an interactive format
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Career Awareness & Exploration
Watching– Video
• http://acinet.org/acinet/videos.asp?id=27,&nodeid=27• Provides numerous videos for students to watch
– English or Spanish– Job cluster and skill categories– Horse Training– Coast Guard Assistant– Construction Workers– Teaching Assistants
– Live in the Community Doing
– Short exploration periods– Long-term try-outs
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Designed for Students Involved in Work Study Programs
Functional Vocational Assessment
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What does the law say?
. . . and when appropriate . . . functional vocational evaluation.
When to consider what’s appropriate?
When the previous informal assessments do not provide needed information.
What do we use?
Tools that student’s can explore and make a job match.
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Functional Assessment Process
Over time Repeated Measures
Situational Assessment
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Interest & Skill Assessment Using Situational Assessment
Repeated opportunities to make choices Direct communication of choices Experience with the choice Repeated assessment across days Regular assessment across blocks of time
to verify choice Presentation of stimuli in a manner person
can independently use Presentation of stimuli in a paired format
Lohrmann-O’Rourke & Browder (1998)
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Target Outcome of Situational Assessment
Job Characteristics
Job Settings
Job Tasks
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Discrepancy Problems
Discrepancy problems occur when– Chosen job, task, and characteristics do not match
specific jobs
Discrepancy problems diminish when job site characteristics match preferences
Logical choice making occurs when chosen preferences match available jobs.
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Basic Procedures Prior to visiting a job site, individual will select
preferred tasks and characteristics Visit job site and spend time watching and/or
doing tasks After visit, will compare initial preferences to
those at the site Process repeated across numerous sites
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Vocational Interests via Career Exploration - For Those Who
Can Read
Choosing Employment Goals
Sopris West Publishers
(www.sopriswest.com)Requires reading and writing skills
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Coverage Intensive lessons in teaching Choosing
Goals process (lessons 1 - 5) Community-based assessment and
problem solving (lessons 6 - 15) Classroom-based career exploration
(lessons 16 - 19)
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Key: Determine Match Between What I Like and What’s at This Site
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Each time student chooses a characteristic one more cell on the graph is marked
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Job Duties - How I Did
Job duties identified and written onto form Student evaluates speed, independent performance,
and accuracy Supervisor evaluates speed, independent
performance, and accuracy Match made between student and supervisor
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Uses self-evaluation methodology to teach job performance skills and to assess job duty skills
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Vocational Interest Assessment for Non-
Readers
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Characteristics I Like
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All Choices Get Graphed
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Characteristics I Like vs Here
Compares initial preferences to those experienced at a particular job site.
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Characteristics Graph
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Personal Improvement
Contract
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Final Choices
Summary of all assessment experiences
Individual involved in compiling information
Presented to school, vocational rehab., and other involved agencies.
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My Employment
Plan
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Resource
Self-Directed Employment– Paul Brookes Publishing– Baltimore– www.brookespublishing.com
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Choose and Take ActionVocational Assessment Software
Use of a software program and community experiences to identify entry-level job interests
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Problems with IllustrationsFor individuals with limited to no vocational experience illustrations may mean little. Real choice making doesn’t exist until students learn what the illustrations mean.
Time consuming to make and costly to undertake systematic situational assessment.
Not all programs can put students or adults into the field with enough frequency and structure to make the approach worthwhile.
Is there an alternative?
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Target Population
Secondary students and adults with moderate to significant cognitive needs who:
Have difficulty getting information from printCan attend to a computer screenCan follow simple 1 or 2 step directionsHave limited to no previous work experience
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CTA ConstructsVocational Choice Making
CharacteristicsSettingActivities (jobs)
PlanningCommunity Experience
WatchDo
Self-EvaluationChoose Again with Adjustment
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14 entry-level vocational settings found in most communities
15 job activities repeated across two settingsCare for animals in a vet’s officeCare for animals in a retail store
12 characteristics repeated across two or three activities
Working in a factory where it is inside and noisy
CTA Choice Factors
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CTA Features A navigator to give instructions and guide user through the program
Restricted mouse movements
Highlight critical features as navigator says them
Record made of all choices
Input options may include user installed touch screen
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Settings Activities Characteristics
Car repair shop Bag items/bring carts Big open space
Child care center Care for animals Small space
Construction site Care for people Clean
Factory Care for plants Messy
Greenhouse Clean-up Few people
Grocery store Clear tables Many people
Hospital Filing Inside
Hotel Handle materials Outside
Janitorial service Heavy cleaning Noisy
Landscape Company Laundry Quiet
Office Move things Wear own clothes
Restaurant Do paperwork Wear a uniform
Store Stock shelves
Vet Office Wash dishes
Yard work
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Page 7 of OK IEP Examples – middle and bottom box
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PublisherChoose and Take Action: Finding a Job for You
Sopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com
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One-Shot Vocational Interest Assessment for
Non-Readers
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YES! (Your Employment Selections)
Reading free, video based job preference program
Videos for 120 jobs– Accessed by characteristics or job choices– Matched to training and qualifications
Can access from CD ($395) or web ($20 per person for 3 months)
www.yesjobsearch.com
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Reading Free Interest Inventory
(An Example of an Outdated Tool)
Published by Pro Ed
www.proedinc.com
Price: $110
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COPS-PIC Non-Verbal Assessment of
Occupational Interest EDITS / P.O. Box 7234 / San Diego, CA
92167 800-416-1666 / 619-222-1666 / Fax 619-226-
1666 25 copies for $50.90
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WRIOT2: Wide Range Interest and Occupation Test 2
Available: www.proedinc.com
Cost: appx $200 for entire package
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Teaching Students How to Become Involved in Their Transition
Education and Planning
Student-Directed Transition Planning
Lessons and Materials
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Student Participation In Transition Discussions
Spirit behind IDEA encourages students to become actively involved in discussions IEP transition discussions.
We need to teach students how to become involved in these discussions.
Need to provide opportunities for students to become involved in these discussions.
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Percent of Intervals Discussed Transition
Special Ed50%
General Ed 4%
Admin8%
Family8%
Support Staff20%
Students10%
How Much Do Students Participate?
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www.ou.edu/zarrow/pilot
http://education.ou.edu/zarrow
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Successful PeopleThis award-winning actress,comedian, and singer has a learning disability. Film credits include The Color Purple, Ghost, and Sister Act.
Whoopi Goldberg
Student-Directed Transition PlanningDoes having a disability mean you can’t be successful?Your disability only limits you if you let it!Let’s meet some successful people!
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IDEA Requires the Summary of Performance
Schools will provide students a summary of performance when they exit school.
Includes recommendations to assist students to attain postsecondary goals.
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SOP Teacher-Directed SOP
– Designed for educators and agency– Prepared by educators for use by students
• Nationally created SOP• www.ldaamerica.org/aboutld/adults/docs/SOP_Template.doc
Student-Directed SOP– Designed for students, family, and agency– Prepared by students for use by students and family– OSDE Form 15 (Go to www.state.ok.us, then special
education services, OSDE Forms, then to Form 15)
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Summary of Performance
Purpose– Provides the IEP team an opportunity to
understand and discuss student and family post-high school goals.
– Provides the team an opportunity to explore the students’ perception of their disability and its impact on their life, learning, and work.
– Provides students comprehensive document once they leave school to facilitate their plan.
Timeline– The OK-SOP directions suggest using the prior to
students freshman year IEP meeting and then annually.
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Summary of Performance
Section 1– Students describe their postsecondary
goals to attain within one year of leaving high school, and the school’s recommendations to achieve each goal, and suggested accommodations and supports to assist in achieving the goals.
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Summary of Performance
Section 2– Students describe their disabilities, how
their disability affects their performance, and useful high school supports and accommodations.
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Summary of Performance
Section 3 (Area of Functioning)– Completed in the junior year of high school.
– School staff describe how the young adults’ disabilities affect their performance and useful accommodations and supports.
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Summary of Performance Section 4
– School staff will complete and review annually with the IEP team to determine goals, and if additional assessments will be needed to facilitate attainment of transition goals.
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Collaborative Effort
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Jim Martin
University of Oklahoma
Zarrow Center for Learning Enrichment
Carpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]
For More Information Contact: