EDUC 619: Collaboration and Transition – the School and the Community
Transition is the process that students and their families use to think about life after high school, to identify their desired outcomes, and to plan their community and school experiences in a way that individual live goals can be met. In education, teachers are often asked to think with the end in mind. That idea is the heart of transition planning. If the “end” we have in mind is
“educated employees” then the transition planning is the “beginning.” It sets the education course for middle and secondary students with disabilities that leads to access to adult services, postsecondary education and the world of work.
1 Credit
Instructor: Bauter-Buchanan
Spring 2013
“educated employees” then the transition planning is the “beginning.” It sets the education course for middle and secondary students with disabilities that leads to access to adult services, postsecondary education and the world of work.
1 Credit
Instructor: Bauter-Buchanan
Spring 2013
philosophy_of_transition.docx | |
File Size: | 13 kb |
File Type: | docx |
Artifact Description
The artifact I chose for EDUC 619 Collaboration and Transition is my Philosophy of Transition paper. This assignment was to develop a personal statement of transition that highlights why transition is an important part of special education. I used personal experience, information I learned from class, and research to describe the vital aspects of a successful transition from special education to adulthood.
Professional Growth
Before this course I did not have experience writing transition plans or collaborating with outside agencies to plan for students' transitions from high school to adulthood. My students often didn't participate in their yearly IEP meetings or quarterlies. I didn't know of many resources to educate parents and students about community supports after high school.
During this course I learned about many resources in my community that can help students and families during the transition from high school to adulthood. I got to learn from students and parents who have gone through the transition process and used the resources. I was able to practice writing transition plans and goals. I learned about a variety of assessments and surveys to help make sure the student's wants and needs are included in the transition plan.
After this course I now use many of the resources from the class in my classroom. I write a transition plan for each of my students when they turn 14 that includes transition goals. This transition plan includes the results of inventories, surveys, and assessments that I give the student to determine what they want in their adult life. If appropriate, I have the student attend part or all of their IEP meeting. I also invite community agencies to the IEP meetings if possible.
Understanding and Application of Standards
CEC Standard 3 Curricular Content Knowledge: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
Standard 3, Curricular Content Knowledge, was addressed in this course through learning how special education teachers can use direct instruction to teach skills to help with students' transition from high school to adulthood. In this class I learned that many students in special education need to learn skills that aren't directly taught in a general education curriculum, like social skills, life skills, and work skills. I learned that for some students with developmental disabilities, it is more important to teach functional life skills rather than the typical curriculum. I worked on creating a transition plan that included recommendations for specialized curricula such as work skills, functional math skills, and basic life skills. I apply this standard in my classroom by individualizing and modifying curriculum to meet the needs of my students. My students need to learn basic work and life skills in order to make their transition most successful.
CEC Standard 7 Collaboration: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Standard 7, Collaboration, was addressed in this course through learning about how to collaborate with parents and community agencies during transition. During this class we listened to parents and students describe their experience with transition and what resources they used. We also heard from representatives from community agencies on how teachers can collaborate with them to help create a successful transition for our students. I learned how important it is for special education teachers to facilitate collaboration among the family, school, and community agencies. I apply this standard to my classroom by reaching out to the community agencies that my students will be utilizing after high school in order to find out what I can do in my classroom to prepare students for that transition. I also invite the agencies to IEP meetings so we can all collaborate to create an appropriate transition plan for the student.
Impact on Student Learning
Because of this course my students have more successful transitions from high school to adulthood. Since they all have transition plans and goals, the students are working on specific skills that prepare them for life after school. Some of my students have been able to start working in a sheltered workshop after leaving school because of the skills they learned in class. They are able to transition smoothly from high school to a group home, sheltered workshop, or recreational center because there is communication and planning with community agencies.
The artifact I chose for EDUC 619 Collaboration and Transition is my Philosophy of Transition paper. This assignment was to develop a personal statement of transition that highlights why transition is an important part of special education. I used personal experience, information I learned from class, and research to describe the vital aspects of a successful transition from special education to adulthood.
Professional Growth
Before this course I did not have experience writing transition plans or collaborating with outside agencies to plan for students' transitions from high school to adulthood. My students often didn't participate in their yearly IEP meetings or quarterlies. I didn't know of many resources to educate parents and students about community supports after high school.
During this course I learned about many resources in my community that can help students and families during the transition from high school to adulthood. I got to learn from students and parents who have gone through the transition process and used the resources. I was able to practice writing transition plans and goals. I learned about a variety of assessments and surveys to help make sure the student's wants and needs are included in the transition plan.
After this course I now use many of the resources from the class in my classroom. I write a transition plan for each of my students when they turn 14 that includes transition goals. This transition plan includes the results of inventories, surveys, and assessments that I give the student to determine what they want in their adult life. If appropriate, I have the student attend part or all of their IEP meeting. I also invite community agencies to the IEP meetings if possible.
Understanding and Application of Standards
CEC Standard 3 Curricular Content Knowledge: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
Standard 3, Curricular Content Knowledge, was addressed in this course through learning how special education teachers can use direct instruction to teach skills to help with students' transition from high school to adulthood. In this class I learned that many students in special education need to learn skills that aren't directly taught in a general education curriculum, like social skills, life skills, and work skills. I learned that for some students with developmental disabilities, it is more important to teach functional life skills rather than the typical curriculum. I worked on creating a transition plan that included recommendations for specialized curricula such as work skills, functional math skills, and basic life skills. I apply this standard in my classroom by individualizing and modifying curriculum to meet the needs of my students. My students need to learn basic work and life skills in order to make their transition most successful.
CEC Standard 7 Collaboration: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Standard 7, Collaboration, was addressed in this course through learning about how to collaborate with parents and community agencies during transition. During this class we listened to parents and students describe their experience with transition and what resources they used. We also heard from representatives from community agencies on how teachers can collaborate with them to help create a successful transition for our students. I learned how important it is for special education teachers to facilitate collaboration among the family, school, and community agencies. I apply this standard to my classroom by reaching out to the community agencies that my students will be utilizing after high school in order to find out what I can do in my classroom to prepare students for that transition. I also invite the agencies to IEP meetings so we can all collaborate to create an appropriate transition plan for the student.
Impact on Student Learning
Because of this course my students have more successful transitions from high school to adulthood. Since they all have transition plans and goals, the students are working on specific skills that prepare them for life after school. Some of my students have been able to start working in a sheltered workshop after leaving school because of the skills they learned in class. They are able to transition smoothly from high school to a group home, sheltered workshop, or recreational center because there is communication and planning with community agencies.