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Secondary Transition – Clinical Practice Four Special Education

Essay Instructions:

Work through the following IRIS Center Module: Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings (Links to an external site.) https://iris(dot)peabody(dot)vanderbilt(dot)edu/module/tran/#content
Complete the assessment section of the module using the following document:
Clinical Practice IV (Intern and Student Teachers)

After reviewing the following IRIS Center Module, please complete the assessment below.
https://iris(dot)peabody(dot)vanderbilt(dot)edu/module/tran/#content

Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings

Assessment

Take some time now to answer the following questions. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this Module.

1 What is secondary transition? Why is it important for school personnel to help students plan for post-school transitions?

2 List and describe the five components of the Taxonomy for Transition Programming.

3 Explain why self-determination is important for students with disabilities.

4 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.

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 Planning

Student Development

Family Involvement

Interagency Collaboration



Note. This assignment supports the following CTC Special Education Program Standard:

Program Standard 7: Transition and Transitional Planning 

The program provides opportunities for candidates to plan, implement, and evaluate transitional life experiences for students with disabilities across the lifespan. Each candidate collaborates with personnel from other educational and community agencies to plan for successful transitions by students. Each candidate demonstrates the knowledge and ability to teach students appropriate self-determination and expression skills.

Essay Sample Content Preview:

Secondary Transition – Clinical Practice Four Special Education
Your Name
Subject and Section
Professor’s Name
1 What is secondary transition? Why is it important for school personnel to help students plan for post-school transitions?
Secondary transition is a process whereby teachers guide the students into their preparation for life after high school. This guidance is aimed towards either the student’s career or his college life. Although there are many ways on how this process can be done, one of the things that teachers must be able to teach their students is their capability for making effective and wise decisions in life.
Accordingly, it is important for school personnel to take an active role in post-school transitions because it reduces the possibility of the students being surprised with the changes in their lives after school.
2 List and describe the five components of the Taxonomy for Transition Programming.
The five components of the Taxonomy for Transition Programming are (1) student-focused planning, (2) student development, (3) family involvement, (4) program structure, and (5) interagency collaboration.
First, student-focused planning mandates the teacher to know both the circumstances surrounding child (i.e., financial capacity or strenghts) and predictors of post-school success. Accordingly, the guidance must be based from these factors, which takes into account maximization of the student’s possibility for success.
Second, Student development refers to the teacher’s assessment and efforts towards teaching the students all the skills he needed for the post-school life. This includes both vocational, technical, and academic skills that the student may use as he grows up.
Third, family involvement shows that in devising a program for the child, the educator must always integrate the child’s family and maximize their involvement. This is important since the child’s relationship with his family is one of the important predictors for his success CITATION Ben16 \l 1033 (Benner, Boyle, & Sadler, 2016).
Fourth, program structure is generally described as the educator’s capacity to create, establish, evaluate, and restructure the programs for secondary transition. However, aside from these, it is also important that the educator has an “understanding of and the ability to elicit systems-level support” CITATION Mor14 \l 1033 (Morningstar, 2014).
Lastly, interagency collaboration describes the educator’s responsibility to establish partnerships with other public and private entities in order to ensure the child’s future after high school.
3 Explain why self-determination is...
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