Grossi transition skills.pdf
TEACHING TRANSITION SKILLS IN
Inclusive Schools
by Teresa Grossi, Ph.D. and Cassandra M. Cole, Ed.D. Indiana Institute on Disability and Community Indiana University Bloomington
Contents
- Expanding Our Thinking About High Schools: A Unified Framework for Secondary Transition Services
Inclusion of Students with Disabilities in High Schools
Good Transition Practices
A Solid Instructional Foundation for Positive Postschool Outcomes
Bringing It Together: Good Transition and Good Instructional Practices
One Step Further: Supporting Students with Unique Needs
About the Authors
Teresa Grossi, Ph.D.
Teresa Grossi is Director of the Center on Community Living and Careers at the Indiana Institute on Disability and Community at Indiana University. The Center’s work focuses on secondary transition services and employment and adult services through partnerships with schools, state agencies, and support organizations. She has extensive experience working in schools and with adult employment providers.
Cassandra (Sandi) Cole, Ed.D.
Cassandra Cole is Director of the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community. Prior to her current role, she spent 22 years as a public school teacher and administrator. Dr. Cole has consulted extensively with school districts across the country on designing schools that are inclusive of all students.
Expanding Our Thinking About High Schools
A Unified Framework for Secondary Transition Services
Today’s high schools are charged with preparing students for college and careers. This involves creating programs that are student-centered and personalized, focusing on support services and meaningful instruction.
Key points include:
- Greater personalization
- Increased rigor
- Student-driven learning
- Collaborative structures
- Critical thinking and problem-solving
Inclusion of Students with Disabilities in High Schools
Students with disabilities face challenges in accessing postsecondary education and employment. It is crucial to create high schools that include all students, providing equal access to education and transition services.
Myisha and Brad
Myisha's Story:
Myisha, a high school junior, has succeeded academically due to her individualized education program (IEP) and participation in general education environments. Her experiences and supports helped her develop a strong interest in nursing and provided her with the skills to advocate for herself.
Brad's Story:
Brad, also a junior with an IEP, has faced significant challenges accessing general education. His journey shows the limitations often faced by students with disabilities, highlighting the need for inclusive practices that can broaden their academic and career opportunities.
Summary
High school experiences greatly impact students' achievement and post-school outcomes. Transition services for students with disabilities must be unified with the services and supports for all students. Students like Myisha and Brad illustrate the stark contrast in educational paths depending on access and support.