Rosalind,

They do?  How do you define "mature"?

Katherine Mercurio Gotthardt
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

 -----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of rmurv at aol.com
Sent: Thursday, November 08, 2007 9:50 PM
To: learningdisabilities at nifl.gov
Subject: [LearningDisabilities 1501] Re: [Learning Disabilities] Transition
discussion


Hey Pat:

I agreed with you wholeheartly. I have been trying to get this message
across to my children teachers at
every meeting. They do not want to hear this. Children with disabilites
mature faster than normal children.

Rosalind




Rosalind King
http://www.theexternalbrain.com




-----Original Message-----
From: PatMFL at aol.com
To: aroffman at lesley.edu; learningdisabilities at nifl.gov
Sent: Thu, 8 Nov 2007 9:30 pm
Subject: [LearningDisabilities 1498] Re: [Learning Disabilities] Transition
discussion


While the notion that persons with learning disabilities have average or
above average intelligence but have a processing deficit may be dated, it
unfortunately is was the basis for determining eligibility to receive
services for students 14 and older. This will be changing as students
identified under the a RTI system, but until these students age up, we are
dealing with students found eligible under the old system.  It will be
interesting to see how post-secondary institutions will respond to the RTI
model of determining eligibility for services rather than the discrepancy
model.

On another note, it has been my experience that many, not all, high school
students who have been diagnosed as having a learning disability need to be
taught community living skills as well as social/personal skills.  Quite
frequently their learning disability does overlap into the community and
their social life.   This is why a quality transition IEP address all of the
transition service areas:  instruction, employment, community experience,
post-school adult living, related services, and if appropriate, daily living
skills and functional vocational evaluation.  Many people feel that the only
area that needs to be discussed for students with learning disabilities is
the instruction area, because after all, these are students who have average
or above average intelligence.   One of the things that I like to emphasize
wh en doing training on Transition IEPs is the importance of addressing
post-school adult living.  Most folks think that this area is only there to
discuss the need for living accommodations (independent living/supported
living), however, this is where the skills needed to function as an adult
(budgeting, time management, etc.) need to be addressed.

Patrick Mulvihill, Consultant
The Transition Center at the University of Florida


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