Outline of Content

Introduction

Assessment Task #1: Reflection

Unit 1: History and Legislation

  • Demonstrate an understanding of the history of special education and transition, including major legislation.
  • Explain models of transition and how the concept has evolved over time.
  • Identify transition planning components required by law, State Board of Education rule, and local school district policy.
  • Develop an understanding of the Next Generation Sunshine State Standards and Access Points.

Sections

  1. Perspectives
  2. Models
  3. Accountability and Reforms

Assessment Task #2: Expected Levels
Assessment Task #3: School District Graduation Requirements

Unit 2: Self-Determination

  • Develop an understanding of self-determination, including self-advocacy, student-directed IEPs, and person-centered planning.
  • Explore related instructional models, including assessments and curricula and their implications for students with disabilities.
  • Identify resources related to self-determination for students, educators and families.
  • Develop an understanding of the importance of self-determination in the transition planning process for all stakeholders.

Sections

  1. Defining Self-Determination
  2. Understanding Self-Determination Instructional Models: Assessments and Curricula
  3. Identifying Resources for Students, Families, and Educators

Assessment Task #4: Case Studies
Assessment Task #5: Self-Determination

Unit 3: Students with Disabilities

  • Identify the types and purposes of assessments that can be used in planning for transition.
  • Determine the most appropriate assessments to be used for specific students and specific target groups.
  • Explain how career development theories influence the identification of student’s interests and preferences in terms of choosing a career path.
  • Identify and describe different employment and vocational training opportunities.
  • Identify components of effective instructional planning.
  • Discuss how transition is infused into standards-based learning.
  • Demonstrate knowledge of accommodations and modifications (including the use of assistive technology) that can be used to support instruction for individuals with disabilities.

Sections

  1. Transition Assessments
  2. Curriculum Development
  3. Instructional Planning

Assessment Task #6: Assessment Tools
Assessment Task #7: Strategies Summary
Assessment Task #8: Lee and Caitlin Case Studies

Unit 4: Determining Special Education Services

  • Identify promising and required practices related to preparing for the Transition IEP meeting.
  • Identify transition requirements according to the student's age.
  • Understand all required components and effective practices for developing Transition IEPs.
  • Identify strategies for implementing the Transition IEP.
  • Identify guidelines for infusing transition into the general curriculum.

Sections

  1. Before the Transition IEP
  2. During the Transition IEP
  3. After the Transition IEP

Assessment Task #9: New IDEA 2004 Requirements
Assessment Task #10: Transition Services Activity Areas

Unit 5: Working Collaboratively

  • Identify the legal requirements for agency involvement in the transition process.
  • Identify the purpose and benefits of interagency transition teams.
  • Identify agencies that provide supports to individuals with disabilities in transition and the services they provide.
  • Demonstrate knowledge of methods for working collaboratively with agencies.

Sections

  1. Collaboration

Assessment Task #11: Identify the Agencies

Unit 6: Culminating Activity

  • Describe ideal transition programs for students with disabilities.

Sections

  1. Student Outcomes

Assessment Task #12: Transition Outcomes
Assessment Task #12: "Perfect" Transition Model