Preferences interests needs and strengths

• [DOC File]www.ode.state.or.us

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_200f37.html

  Preferences Interests, Needs and Strengths (PINS) P. references. and. Interests can be determined from interest inventories, surveys and interviews done with the student. N. eeds and . S. trengths. should come from the Present Levels of Academic and Functional Performance (PLAFP) document.

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• [DOCX File]Individualized Education Program with Secondary Transition

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_a5caec.html

  Transition services should be based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests, and may include instruction, related services, community experiences, the development of employment and other postschool adult living objectives, and if appropriate, the acquisition of daily living ...

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• [DOC File]Goal:

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_587428.html

  identify interests, preferences, strengths and needs relative to achieving employment vision. compile information about their post-school employment vision using the Input Circle. identify key people within their community that can help provide support for their employment vision.

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• [DOCX File]Know the student!

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_e18104.html

  Preferences, Interests, Needs, and Strengths (PINS) The IEP Team . must. actively involve the student in developing his/her IEP. By identifying the preferences, interests, needs, and strengths, the IEP Team will understand what the student wants to do when he/she has completed school (e.g., further education, employment, military, etc.), how ...

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• [DOC File]Goal:

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_d44398.html

  Teacher: Your preferences guide you toward what you want to do. Your interests, strengths, and needs also affect your choices. Your parents consider these things, and what is good for your whole family. Show Slide 14. Teacher: Your preferences about getting further education after high school depend on what you want to do with your life.

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• [DOC File]IEP COMPONENTS

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_a35ae1.html

  The student’s needs, strengths, interests and preferences in each area (instruction, community experiences, etc.) must be considered and responsibilities should be shared among participants (student, parent, school staff, outside agencies, employers, etc.).

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• Preparing for Life Beyond High School

  SELF-DETERMINATION Achieved Making Progress Emerging Strengths, Preferences, Interests, and Needs (SPINs) The student has a clear understanding and ownership of their strengths, the things they are interested in, and the areas that they have difficulties.

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• [DOCX File]Applied Studies Curriculum Map: Independent Living Domain

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_4b3c99.html

  Indicate SPIN (strengths, preferences, interests, and needs) Seek assistance when help is needed. Communicate need to use the bathroom or need for assistance. Recognize appropriate and challenging behavior identified in rules, laws and personal positive behavior support system.

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• [DOCX File]Technical Assistance Advisory SPED 2017-1: Characteristics ...

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_515520.html

  Characteristic # 2: Transition services should be provided based on the needs, strengths, preferences, and interests of individual students. Like all other special education services, transition services must be individually tailored to address each student’s unique needs. See . Bd. of Educ. of the . Hendrick. Hudson Central Sch. Dist. v. Rowley,

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• [DOCX File]State of Oregon : Oregon.gov Home Page : State of Oregon

  https://info.5y1.org/preferences-interests-needs-and-strengths_1_7bdc75.html

  Identified strengths, interests, and/or preferences may be outside of Academic/Functional performance Ensure that this section has depth and meaning so that it can inform practice and the development of the IEP and how to work with and build a relationship with the student.

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