Required Components of Transition
All special educators who teach secondary students will be
required to create transition plans that are meaningful and appropriate for the
student. Transition plans go one step further than the IEP by adding specific
goals and services that will help the student be successful after graduation in
future education and training, in the community, and/or in the work force.
Being able to write an effective transition plan is a legal requirement for
high school special education teachers.
Create a 10-15 slide digital presentation for school faculty
and staff that explains the components and legal requirements of transition
planning under IDEA.
Address the following within your presentation:
Describe each of the required components of a transition
plan according to IDEA.
Complete a transition plan for Alex using the data provided
in the “Case Scenario: Alex,” sharing each transition plan component as an
example.
Describe 2-3 strategies that promote successful transitions
for students with disabilities.
Identify 2-3 collaboration strategies that are useful when
working with students, families, and IEP teams to create transition plans for
students with disabilities.
Include a title slide, reference slide, and presenter notes.
The digital presentation should include graphics that are
relevant to the content, visually appealing, and use space appropriately.
Support your findings with 3-5 scholarly resources.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
Case Scenario:
Alex
Alex is a 17-year-old
student with autism. He receives special education services in a self-contained
classroom in an urban high school. Alex receives instruction both in the
classroom and in the community to improve his vocational, academic, and social
skills. He is currently participating in community-based training in an office
setting completing tasks such as data entry and spreadsheet development. He is
diligent and methodical in completing the varied tasks assigned to him. Alex
reads grade level texts independently; however, he demonstrates deficits in
reading comprehension and oral expression. In elementary and middle school, he
participated in a general education math course and maintained a B average. In
high school, he received two years of Teach Math, opting out of standard
courses of Algebra I, II, and Geometry.
After school, Alex
works part-time at a local office supply store entering numerical data to keep
track of stock and services rendered by store staff. His behavior is
appropriate at work and he has expressed that he likes working. He is punctual
each day, and he is willing to stay late when needed. He really enjoys getting
a paycheck and he usually spends his money on fast food and movies from the
local video rental shop. Alex is detail-oriented and reviews each column of
numbers several times before moving on to type another column. This results in
slower production rates in comparison to other workers who complete similar
tasks.
Alex is intimidated
by his boss because he knows that the boss has the ability to fire him, a fact
that his teachers at school presented during a unit about behavior in the
workplace. Alex has perseverated on this fact, making him afraid to talk to his
boss. Also, Alex knows that at times his speech is not understood by people he
does not know, so sometimes he avoids talking to people he does not know well.
As a result, instead of speaking to his boss, Alex usually tells problems or
concerns to his school job coach who visits Alex at the job site each week. The
job coach is concerned that Alex will not ask for help if an emergency occurs,
and that a certain level of communication between Alex and his boss is
necessary to develop a good working relationship. The boss views Alex as a valuable
employee and is willing to provide opportunities for Alex to develop
appropriate communication skills. The boss has also expressed an interest in
employing Alex for more hours per week after graduation, if he continues to
develop his business skills.
Alex’s mother has
expressed that she will support her son in his job at the office supply store
by helping him work on skills that are needed for the job, but she believes
that he will need support to be successful in this employment setting,
especially when new tasks are assigned. She knows that after Alex graduates,
his school job coach will stop visiting him at work so she cannot depend on his
continued help. Currently, Alex has no services from the local vocational
rehabilitation agency, although his mother voiced an interest in this at his
last IEP meeting.
Scenario used with permission from the National
Secondary Transition Technical Assistance Cen
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