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Family Perspective & Involvement

Purpose: The purpose of this assignment is to interpret the influences of Section 504 of the Vocational Rehabilitation Act on families of children with special needs.


  1. Given what you have learned from the required readings and videos, you will be demonstrating knowledge on the major differences and similarities between developing an IEP and a 504 Plan.
  2. You may use the iBrainstorm App or any similar application to interpret and display your understanding of the differences and similarities between these two plans.
    (Links to an external site.)
  3. You must use 3 different sticky notes; one displaying differences of developing an IEP, one displaying differences of developing a 504 plan, and one showing the similarities between both plans.
  4. Once done, save your work as a photo.
  5. Upload your photo to the assignment dropbox.


Purpose: Parents of children with disabilities typically experience more stress than families who do not have children with disabilities. The purpose of this assignment is to analyze how some of these perceptions and barriers affect family involvement.


  1. Visit the following website: IRIS Website (Links to an external site.)Links to an external site.
  2. Go through the module.
  3. On a word document, complete the following questions: (If you experience difficulty, go back and review the Perspectives and Resources pages in the Module).
    1. What is a secondary transition?
    2. Why is it important for school personnel to help students plan for post-school transitions?
    3. List and describe the five components of the Taxonomy for Transition Programming.
    4. Explain why self-determination is important for students with disabilities.
    5. Read:
      Jessica is a rising ninth-grade student who has a physical and intellectual disability and uses a wheelchair. Imagine you are Jessica’s general education teacher and a member of her IEP team. As part of her annual review meeting, Jessica and her team discuss her post-secondary plans. Following is some of the information the team learns during the meeting.
      • Strengths:
        • Capable student who works hard to get passing grades
        • Loves the computer and catches on quickly to games and computer programs
      • Short-term goals:
        • Ride the school bus to and from school (currently, parents transport her)
        • Spend more time with friends
      • Post-school goals:
        • Get a job in a hospital or somewhere she can help sick people (as long as she doesn’t have to read much)
        • Live on her own or with a roommate
      • Areas of need:
        • Doesn’t like to read and often doesn’t remember things she does read
      • Additional information: Her parents state that she has never talked with them about her post-school goals, and they always assumed she would live with them.
    6. For each of the components of the Taxonomy for Transition Programming, recommend one or two actions you as the teacher can take to help Jessica reach her goals. Explain your responses.
      Components of Taxonomy for Transition Programming Actions and Explanations
      Program Structure
      Student-Focused Planing
      Student Development
      Family Involvement
      Interagency Collaboration

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