Article on BIP

Eber, L., Breen, K., Rose, J., Unizycki, R. M., & London, T. H. (2008). Wraparound:  

             As a tertiary level intervention for students with emotional/behavioral needs.

             TEACHING Exceptional Children, 40(6), 16-22.

            This article focuses on the wraparound process for a behavioral intervention plan.  It is the most complex intervention in the school-wide positive behavior support, and it encompasses the voice and perspectives of the family, student, and teacher.  In order to be effective, schools need to know when it is necessary to move to the highest level of intervention and need to have the skills to support the students.  In addition, families and children are full participants in planning and selecting interventions, there are multiple providers of services, and the process is culturally relevant. 

            The book in chapter 15 mentions the wraparound approach as the most intense of the supports.  It is unique in that blends natural supports like the child’s role models and mentors, interagency services, positive behavior support, and academic interventions.  The method stresses the importance of frequent communication between all members of the team, including staff members and family members.  In this support model the school social worker or guidance counselor would lead the meetings. 

            In my opinion, I think that this method involves all contributors to the child’s education.  I like how the authors stress focusing on the needs not the problems in that the main goal is to improve the overall quality of life for the student.  I think that the wraparound approach involves interventions that the teachers agree with.  It is not always the case that teachers’ input is a determinant in educational policy.  The authors do contest that the model requires outside supports to work.  The teachers should be able to be subbed out to attend meetings.  In addition, academic intervention services are needed.  Both can be problematic if the school’s funding is low. 

Article on Transition Planning with High Incidence Disabilities

Steere, D. E., & Cavaiuolo, D. (2002). Connecting outcomes, goals, and objectives in transition    

                planning. TEACHING Exceptional Children, 34(6), 54-59.

                This article stresses the importance of self-determination of the student in implementing transition plans.  The authors describe self-determination as a combination of skills, knowledge, and attributes.  Some examples of implementing self-determination include choice-making, problem solving, goal setting and attainment, risk-taking and safety, self-regulation, self-advocacy or leadership, and self-awareness.  The article also included case studies of two students with disabilities and the implications for fostering self-determination.

                The article brought up several challenges that teachers and students might experience during transition planning.  It followed along with the book’s format of addressing post-secondary planning.  One of the challenges is that outcomes can be too vague; therefore, it is essential to give the student opportunities to participate in hands on job experiences.  Another is that the outcomes are perceived as unrealistic; both the book and the article stress that family interviews are important in attaining realistic outcomes for the child.  The book especially notes that parents know more about their child than a teacher knows about his or her student, so it is important to seek their advice.  The third issue is that goals and objectives can be too vague; the fix is to use action words that can be observed.  Another problematic concern is that the connections among outcomes, goals, and objectives are not clear.  To avoid this issue, the staff member in charge of writing the IEP should ask if the attainment of the objective and the larger goal lead to the attainment of the outcome. 

                One of the most useful pieces of information that the authors included were ways to increase participation of the students at the IEP meetings.  Before meetings students can send out invitations, gather assessment information, and set up room arrangements.  During the meeting, students can give an overview of career interests and future aspirations.  After the meeting, students can seek out information about their college and career interests and find experiences that can lead to them attaining their goals.  In addition, I found that the life skill of being able to articulate choices and desires to a family member or spouse to be important even if they do not agree with the decision.  It follows the idea of being confident in one’s choices.  I think that this article was a little outdated based on some of the challenges that the authors noted.  The authors expressed that outcomes are not always revised; I feel that most special educators make sure to revise outcomes by allowing the student to self-reflect through surveys and discussions.  Another is that some staff members might have limited expectations for the child.  I feel that educators today hold students to their highest ability; therefore, they do not have prejudices against students with disabilities.  In addition, the authors point out that lack of action planning can occur.  I feel that with all the legislation surrounding special education, it is almost impossible to avoid seeking post-secondary placements for children.