Domain 4: Secondary Academic Programs
4.1 Adapt or alter the general curriculum for students with disabilities.
4.2 Use or share resources with teachers on how to embed transition content within general academic courses.
4.3 Align students' IEP goals with identified measurable post-secondary outcomes.
4.4 Modify transition programs based on current reform models used in my district or school.
4.5 Plan for accommodations and modifications in post-secondary settings.
4.6 Provide or coordinate academic accommodations for students taking state assessments as needed.
4.7 Assist students to self-advocate for accommodations within core academic courses.
References:
Burgstahler, S. (2012). Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples. Do-It. University of Washington, Seattle, WA. Retrieved from https://www.washington.edu/doit/sites/default/files/atoms/files/Universal-Design-Instruction-Definition-Principles-Guidelines-Examples.pdf
Carter, E. W., & Hughes, C. (2006). Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators. Research and Practice for Persons with Severe Disabilities, 31(2), 174–185. https://doi.org/10.1177/154079690603100209
Morningstar, M. E., Lombardi, A., Fowler, C. H., & Test, D. W. (2017). A College and Career Readiness Framework for Secondary Students With Disabilities. Career Development and Transition for Exceptional Individuals, 40(2), 79–91. https://doi.org/10.1177/2165143415589926
Morningstar, M.E. Erickson, A.G., Lattin, D.L & Lee, H. (revised June 2012). Quality indicators of exemplary transition program needs, assessment summary [Assessment tool]. Lawrence, KS. University of Kansas, Department of Special Education. Retrieved from www.transitioncoalition.org
Schirmer, R. (2017, May). Sped 856: Transition and Education Services From Childhood to Adulthood. Running Project Part 1. University of Kansas, Lawrence, KS.
Schirmer, R. (2017, June). Sped 861: Blending Academics and Transition. M3 UDL Guidelines. University of Kansas, Lawrence, KS.
Schirmer, R. (2017, July). Sped 861: Blending Academics and Transition. M6 Unit Plan. University of Kansas, Lawrence, KS.
Schirmer, R. (2017, July). Sped 861: Blending Academics and Transition. M6 Differentiated Instruction. University of Kansas, Lawrence, KS.
Schirmer, R. (2017, August). Sped 861: Blending Academics and Transition. Access to Post-Secondary. University of Kansas, Lawrence, KS.
Schirmer, R. (2017, September). Sped 858: Assessment for Transition Planning. M5 Manny Goals. University of Kansas, Lawrence, KS.
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities. Career Development for Exceptional Individuals, 32(3), 160–181. https://doi.org/10.1177/0885728809346960
Many school personnel agree that inclusion of students with disabilities in general education is beneficial to students with and without disabilities. Benefits include social benefits in addition to exposure to rigorous academic expectations ( Carter & Hughes, 2006). In order for students to benefit from general education and to be able to access the curriculum, instruction needs to be differentiated. Differentiated instruction benefits all learners. The artifact linked above demonstrates how differentiated instruction can make learning more interactive, allows for students to learn from their mistakes rather than feel punished for a bad grade, and allows grades to reflect mastery of content. Differentiated instruction is student focused. It also recognizes that all of us are diverse learners and can profit from being given multiple ways to learn content and demonstrate mastery.
Competency addressed: 4.2
General Education and Inclusion
Researchers have found there are in-school predictors that can positively impact post-school outcomes. Sixteen in-school predictors have been identified: inclusion in general education, paid employment/work experience, self-care/independent living skills, student support, career awareness, interagency collaboration, occupational courses, self-advocacy/self-determination, social skills, transition program, vocational education, community experiences, exit exam requirements/high school diploma status, parental involvement, program of study, and work study. School can evaluate their programming to determine their strengths and weaknesses to improve programming and outcomes for students (Test, Mazzotti, Mustian, Kortering, & Kohler, 2009) . One tool schools can use is the Quality Indicators of Effective Transition Services Needs Assessment (TQI). The TQI and analysis in the artifact provided examines KIPP Austin Collegiate's GAIN program at the end of it's first year of implementation. This information was used to plan for how the program should expand, what program needs were and how the program was doing after its first year. (Morningstar, Erickson, Lattin & Lee, 2012).
Competency addressed: 4.4
Assessing Transition Programming
Once post-secondary goals and outcomes are established for students, transition teams can ensure that annual goals are written that align with the measurable post-secondary goal (MPG) so they are more likely to be achieved. Backwards planning can be used starting with the MPG and breaking down what steps the student can work on to move him or her towards accomplishment of the goal. In the case study of Manny, measurable post secondary goals are identified for three transition areas: education, employment, and independent living then an annual goal was written that could help Manny move towards his goals.
Competencies addressed: 4.3, 4.7
Aligning IEP goals and Post-Secondary Outcomes
The Unit Plan above shows how general education teachers and special education teachers can collaborate to plan lessons that address the academic standards while developing transition planning skills. A plan that addresses both standards based learning and transition skills can help all secondary students benefit from transition skills not just students with disabilities. This template can help general education and special education staff share planning and instruction so that general education teachers can improve their skills in providing accommodations and modifications while special education teachers can increase their familiarity with the content being taught in the general education classroom. Accounting for accommodations and modifications in lesson plans ensures that students with disabilities have multiple opportunities to use them prior to state and standardized testing so they can apply these independently.
Competencies addressed: 4.1, 4.2, 4.5
The concept of Universal Design for Learning (UDL) is that it increases the accessibility of learning for all learners regardless of ability. Burgstahler (2012) notes "Universally designed curriculum provides students with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles multiple means of representation, action and expression, and engagement. (p. 2) There are many ways teachers can apply UDL principles to their instructional design. The artifact attached reviews a lesson plan and how UDL can be applied to reach diverse learners. This exercise can help teachers familiarize themselves with UDL and develop ways in which they can improve their own instructional design by incorporating some of the techniques in their lessons. Additional benefits of UDL is that it can help teachers recognize that all learners benefit from accommodations or modifications to the learning environment and learning process. Students may also develop increased self-advocacy and self-determination skills as they discover what strategies and accommodations help them learn best.
Students and their families need to understand the difference between how they have accessed special education services in the high school setting versus how these services are accessed in higher education settings. This is referred to as entitlement versus eligibility. In the high school setting, students are entitled to services provided by special education until they graduate or reach the age of 21 as long as they have a disability which makes them eligible for services. In higher education settings, students are eligible for accommodations and modifications with proper documentation to prove there is a need for accommodations and modifications due to a disability. In high school, students have case managers who ensure teachers have the information needed to support students in class. In higher education, students need to be proactive in seeking information from the office of disability or student services on campus to be eligible to receive accommodations in classes. The power point provided is an example of how students would access supports at The University of Texas-Austin (UT-Austin). The Student Services for Students with Disabilities Office provides students with clear steps on how to receive accommodations and supports upon acceptance to the school. UT Austin provides a range of degree and program options for students including informal classes for adults with disabilities.
Competency addressed: 4.5
