Discussion – Teacher’s Role in Transition

As discussed in the lecture, transition is a set of coordinated activities. We know that teachers have many responsibilities in a school setting: duty, lesson planning, teaching, grading, etc. For students that are ages 14 and older, transition planning is also a requirement of teachers of students with disabilities (CO9, CO10, CO11).

Instructions:

· What strategies can secondary teachers implement to ensure students are receiving transition services? In your discussion, remember high school students are required to take Carnegie units to graduate with a high school diploma. Therefore, pulling students during instructional time will limit the ability to obtain required credits.

· What activities can be implemented to include students and parents in transition planning?

· In an IEP meeting, how would you describe transition to a parent?

Posts to the forum must adhere to the Discussion Board Rubric for the course.

Submission Instructions:

The Discussion Board is intended to foster a dynamic, flowing discussion that stems from students’ engagement with course materials, one another, and faculty. Students are expected to ground their ideas and responses to one another in the course materials, in their own experience, and in additional outside references.

Be sure to use and cite from two professional journal readings AND one assigned textbook reading in your initial post. Conform to APA guidelines (Links to an external site.) as you write your response and create your source citations. Be sure to also follow APA guidelines for your in-text citations. (One of your professional journal readings should be from the module’s assigned readings; the second reading may come from either the assigned readings or your own research.)

REFERENCES

Required Textbooks (Required for both EDU 5455 and EDU 5456: Strategies for Teaching Learners with Special Needs (Eleventh Edition) Authors: Edward A. Polloway, James R. Patton, Loretta Serna, and Jenevie Bailey Publisher: Pearson ISBN-13: 978-0-13-457579-7 ISBN-10: 0-13-457579-2