Economics Chapter 4 Teaching Selfdetermination Definitions Selfdetermination Focus Persons Ability Consider Options And Make Appropriate

Instructor’s Manual 4-1

4

SECONDARY EDUCATION AND

TRANSITION PLANNING

INSTRUCTOR’S OVERVIEW

Chapter Four, “Secondary Education and Transition Planning,” focuses on students with

disabilities moving from school and into adult life. Critical issues, such as self-determination,

preparation for college and employment, and the importance of family and community are

explored in depth.

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

A CHANGING ERA IN THE

LIVES OF PEOPLE WITH

DISABILITIES

p. 79

Snapshot:

Living with NO

Boundaries: Meet

Hector

PowerPoint Slides:

Ch. 4

Test Bank:

Ch. 4

6 Professional

Learning and

Ethical Practice

4-1 RESEARCH ON THE

LIVES OF ADULTS WITH

DISABILITIES p. 80–81

4-1a High School Completion and

Access to Valued Postschool

Outcomes / 4–1b Employment /

4-1c Closing the Gap: Transition

Planning and Services

Learning

Objectives:

4-1

Reflect on This:

Meet Ellie and Kari

and Their “Education

for All” Approach to

Teaching Math in a

High School

Classroom

PowerPoint Slides:

Ch. 4

• Chapter 4 Quiz: Did You

Get It?

• Chapter 4 Quiz: Wrapping

It Up

2 Learning

Environments

5 Instructional

Planning and

Strategies

Instructor’s Manual 4-2

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

4-2 IDEA TRANSITION

PLANNING

REQUIREMENTS p. 82–83

4-2a Other Federal Laws Linked

to IDEA and Transition Planning

Learning

Objectives:

4-2

PowerPoint Slides:

Ch. 4

Test Bank:

Ch. 4

• Chapter 4 Quiz: Did You

Get It?

• Chapter 4 Quiz: Wrapping

It Up

6 Professional

Learning and

Ethical Practice

4-3 PERSON–CENTERED

TRANSITION PLANNING

p. 83–86

4-3a Facilitating Student and

Parent Involvement / 4–3b

Working with Adult Services

Learning

Objectives:

4-3

Case Study on

Embracing

Diversity:

LoQuisha

Learning Through

Social Media:

Reflections on

Inclusive Education

and Parent

Involvement at the

Secondary Level

PowerPoint Slides:

Ch. 4

Test Bank:

Ch. 4

• Chapter 4 Quiz: Did You

Get It?

• Chapter 4 Scenario

(3 options):

o Grades 7–9 Romeo A

o Grades 7–9 Romeo B

o Grades 7–9 Romeo C

• Chapter 4 Quiz: Wrapping

It Up

• Chapter 4 Professional

Resource Downloads

o Figure 4.1 Illustrative

Transition Planning

Form in the Area of

Employment

o Blank Transition

Planning Form in the

Area of Employment

5 Instructional

Planning and

Strategies

6 Professional

Learning and

Ethical Practice

4-4 PREPARING STUDENTS

FOR ADULT LIFE:

INSTRUCTIONAL FOCUS

FOR COLLEGE AND

CAREER READINESS

p. 87–91

4-4a Teaching Self–Determination

/ 4–4b Teaching Academic Skills

and Access to the General

PowerPoint Slides:

Adaptive and Functional Life

Skills / 4–4d College Preparation /

Test Bank:

Learning

Objectives:

4-4

Reflect on This:

Tips and Strategies

for Co–Teaching at

the Secondary Level

Ch. 4

PowerPoint Slides:

Ch. 4

Test Bank:

• Chapter 4 Video Case:

Managing Flexibility

• Chapter 4 Quiz: Did You

Get It?

• Chapter 4 Quiz: Wrapping

It Up

1 Learner

Development

and Individual

Learning

Differences

5 Instructional

Planning and

Strategies

Ch. 4

Instructor’s Manual 4-3

LEARNING OBJECTIVES

After completing this chapter, your students should be able to:

4-1 Discuss the research on the lives of adults with disabilities.

4-2 Describe the IDEA transition planning requirements.

4-3 Identify the purpose of person-centered transition planning and the basic steps in its

formulation.

4-4 Describe the instructional focus used to prepare students for college and career readiness.

CHAPTER/LECTURE OUTLINE

A CHANGING ERA IN THE LIVES OF PEOPLE WITH DISABILITIES

o Early adulthood begins a new era in life. It is a time of change—a transition from

dependence on the family to increasing responsibilities.

4-1 RESEARCH ON THE LIVES OF ADULTS WITH DISABILITIES

o The educational opportunities afforded by legislation have not yet led to full

participation of special education graduates in the social and economic

o 4-1a High School Completion and Access to Valued Postschool Outcomes

! The increased emphasis on the transition to adult life has altered many

perceptions about individuals with disabilities.

o 4-1b Employment

! The probability of young adults with disabilities working for pay at some

time during the first few years out of high school had increased

o 4-1c Closing The Gap: Transition Planning and Services

! Transition planning should culminate with the transfer of support from the

4-2 IDEA TRANSTION PLANNING REQUIREMENTS

o Transition services are a coordinated set of activities for students with

disabilities that are designed to facilitate the move from school to employment,

o 4-2a Other Federal Laws Linked to IDEA and Transition Planning

! Five other pieces of federal legislation that are directly linked to the IDEA

transition requirements to help facilitate an effective transition process:

• Vocational Rehabilitation Act

Instructor’s Manual 4-4

4-3 PERSON-CENTERED TRANSITION PLANNING

o Person-centered transition planning is based on an understanding of and

commitment to each student’s needs and preferences and must be developed and

o 4-3a Facilitating Student and Parent Involvement

! To fully prepare for the transition from school, students and parents must

be educated about critical components of adult service systems, including

o 4-3b Working with Adult Services

! Professionals from adult service agencies (such as vocational

rehabilitation counselors, representatives from university or college

4-4 PREPARING STUDENTS FOR ADULT LIFE: INSTRUCTIONAL FOCUS FOR

COLLEGE AND CAREER

o The role of secondary schools in the transition process includes:

! teaching students the skills they need for college and career; assessing

o 4-4a Teaching Self-Determination

! Definitions of self-determination focus on a person’s ability to consider

o 4-4b Teaching Academic Skills and Access to the General Curriculum

! Students with disabilities have high dropout rates and low academic

o 4-4c Teaching Adaptive and Functional Life Skills:

! Students with disabilities in the secondary school years need access to

social activities. Adaptive and functional life skills training may include

o 4-4d College Preparation

Instructor’s Manual 4-5

! Today, students who received special education services in high school are

attending career and vocational schools, two- and four-year colleges, and

universities at higher rates than in the past.

o 4-4e Employment Preparation

! Career education programs include training in social skills development,

awareness of various career choices, and exploration of occupational

opportunities

LOOKING TOWARD A BRIGHT FUTURE

o As students with disabilities transition from school to adult life, these young

adults must be able to participate in a coordinated system of services and supports

DISCUSSION QUESTION STARTERS

1. What supports did you find necessary when you were leaving high school?

2. What community supports and services are important for a student to be familiar with

before leaving high school?

3. Why is self-determination important for youth, with or without disabilities?

4. What area is most important to include in transition planning: education, vocational

training, independent living, or employment?

5. Why is it the school’s responsibility is to teach the skills that will assist each individual

with disabilities to achieve valued postschool outcomes?

6. How does employment improve a person’s social as well as economic future?

7. What skills are necessary for independence in college or career for students with

IN-CLASS OR ONLINE ACTIVITY SUGGESTIONS

ACTIVITY 1

INTRODUCTION: There are five other pieces of federal legislation that are directly linked to the

IDEA transition requirements to help facilitate an effective transition process.

ACTIVITY: Invite a state office of education transition specialist to class to describe how the

school districts are using the new federal legislation to support the transition of students with

exceptionalities.

Instructor’s Manual 4-6

ACTIVITY 2

INTRODUCTION: Social Security laws and policies often present disincentives to individuals with

disabilities who are seeking full- or part-time employment. Working often results in a reduction

of income and loss of medical and/or other fringe benefits. Similarly, preexisting medical

conditions often make it difficult to obtain medical insurance through private insurance

ACTIVITY 3

INTRODUCTION: Numerous employment-training models have been created to support transition

into adult life, including supported employment and the availability of job coaching.

ACTIVITY: Invite a representative from a vocational rehabilitation service or supported

employment agency to discuss employment options with the class. Ask class members to

ACTIVITY 4

INTRODUCTION: As we move into the twenty-first century, one of the most crucial issues facing

students, parents, and professionals is the relationship between what is taught in school and the

needs and preferences of individuals during adulthood.

ACTIVITY: Lead students in a discussion on whether they feel that their own educational

experience has prepared them for adult living. What areas were addressed? What areas were not

addressed?

ACTIVITY 5

INTRODUCTION: Transition planning for students with disabilities is often a collaborative effort

between local school districts and adult service agencies.

ACTIVITY 6

INTRODUCTION: Adult service and education systems do not have the resources to meet the needs

of all students with disabilities following the school years. Young adults face long waiting lists

for employment and housing services.

ACTIVITY: Divide the class into three groups, with one group focusing on employment, one on

residential options, and the third on activity/recreational supports. Have each group identify the

Instructor’s Manual 4-7

range of services available to people with exceptionalities in your community, and have them

determine the availability and process for accessing the services. Create informational pamphlets

with the information gathered.

ACTIVITY 7

INTRODUCTION: Future support decisions for individuals with disabilities who are graduating

from high school require the coordination of the school, adult agencies, and the home.

ACTIVITY: Invite a representative from each of these settings to discuss the transition process and

the steps involved in collaboration. Assign small groups to outline qualities of an ideal transition

program.

ACTIVITY 8

INTRODUCTION: Only recently has the family been recognized as the single most powerful force

in preparing the adolescent with disabilities for the adult years.

ACTIVITY: Discuss the families’ role in the transition process. Ask students to speculate about

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: Julie Sinclair Short

VIDEO URL: https://www.youtube.com/watch?v=fgEHb6yWifA

ACTIVITY:

Think College is a national organization dedicated to developing, expanding, and improving

inclusive higher education options for people with intellectual disability. Watch this video with

ACTIVITY 2

VIDEO: Taking Charge: Stories of Success and Self-Determination

VIDEO URL: http://www.washington.edu/doit/videos/index.php?vid=24

ACTIVITY: Teaching self-determination increases the success of students with disabilities in

postschool employment, education, and independence. Watch the stories of three people who

have success using self-determination skills. Afterward, have students reflect on what they

learned. Is self-determination only important for those with disabilities, or should it be

encouraged in all students?

Instructor’s Manual 4-8

ACTIVITY 3

VIDEO: Co-Teaching: A Model for Classroom Management

VIDEO URL: http://education.byu.edu/cpse/co_teaching/co_teach_models.html

ACTIVITY: Co-teaching is an effective strategy for teaching students with disabilities. Five models

of co-teaching are presented at the site above. After watching, have students compare the various

models. Questions to consider include:

• Which models would be suitable for teaching academic skills to youth with disabilities?

DEBATE FORUM

STUDENTS WITH DISABILITIES AND THE MEANING OF A HIGH SCHOOL

DIPLOMA

Should students with disabilities be required to demonstrate the same academic competence as

their peers without disabilities to receive a high school diploma? Or, if they are unable to meet

graduation requirements, should they receive an IEP diploma or certificate of completion?

POINT

The purpose of a high school diploma is to communicate to employers, colleges, and society in

general that an individual has acquired a specified set of knowledge and skills that prepares him

or her to leave school and enter postsecondary education or the world of work. All students

must be held to the same standards, or the diploma will have no meaning as a “signal” of

competence and will make no impression on employers or colleges. For those students with

COUNTERPOINT

Although the move to hold all students to specific requirements (or standards) is to be

applauded, it is discriminatory to expect all students to meet the same standards to receive a

high school diploma. The purpose of a high school diploma is to communicate that the

individual has demonstrated a “personal best” while in school, thus acquiring knowledge and a

set of skills consistent with his or her ability. I would also support the viewpoint that students

with disabilities can achieve at much higher levels than they do now, and expectations should

Instructor’s Manual 4-9

be at a major disadvantage with employers, regardless of the skills they possess.

TAKE A STAND

1. Do you think that students with disabilities should receive a high school diploma based

on their “personal best” rather than be held accountable for meeting general graduation

standards for graduation? Explain your answer.

CASE STUDY FEEDBACK

LoQuisha

1. When is LoQuisha’s transition plan required to be in place?

IDEA requires that, beginning at age 16 and updated annually, a student’s individualized

education program (IEP) should include measurable postsecondary goals based on age-

appropriate transition assessments related to training, education, employment, and, where

2. What strategies could Mr. Milner use to help LoQuisha prepare for college?

In her last year in school, it would be helpful for LoQuisha to have in place a formal

transition plan that involves a cooperative system of transition planning between public

education, adult services, and an array of natural supports (family and friends) to ensure

3. How would you help LoQuisha address her grandmother’s concerns about college

tuition?

LoQuisha will need access to both a formal and informal support networks in exploring

funding resources for college. LoQuisha will also need training in self-determination. She

and her grandmother must be educated about critical components of adult service