## 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

1. **Expanding Our Thinking About High Schools:** A Unified Framework for Secondary Transition Services

2. **Good Transition Practices**

3. **A Solid Instructional Foundation for Positive Postschool Outcomes**

4. **Bringing It Together: Good Transition and Good Instructional Practices**

5. **One Step Further: Supporting Students with Unique Needs**

### About the Authors

#### Teresa Grossi, Ph.D.
Dr. Grossi is Director of the Center on Community Living and Careers at the Indiana Institute on Disability and Community at Indiana University. Her work focuses on secondary transition services and employment and adult services. Dr. Grossi has extensive experience working in schools and with adult employment providers.

#### Cassandra (Sandi) Cole, Ed.D.
Dr. Cole is Director of the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community at Indiana University. She has spent 22 years as a public school teacher and administrator and has consulted extensively on designing inclusive schools.

## Expanding Our Thinking About High Schools

Today's high schools need to prepare students for college and careers. Many students struggle with traditional approaches to instruction, especially those with disabilities. Access to full participation in postsecondary education and employment remains a key challenge.

**Key Points:**
- An estimated 60% of jobs in America will require postsecondary education by 2020.
- Traditional high school approaches often do not meet the needs of all students, especially those with disabilities.

### Inclusion of Students with Disabilities in High Schools
Rethinking high schools affects students with disabilities significantly. For example, the participation of students with disabilities in postsecondary education has increased from 31% in 2003 to 55% in 2009. However, barriers remain.

### Case Studies: Myisha and Brad
**Myisha** is a high school junior benefitting from an individualized education program (IEP), participating fully in general education. She engages in career exploration and planning, hoping to study nursing in college.

**Brad**, on the other hand, has faced a more segregated educational experience. Despite sharing similar aspirations, his high school experience has been primarily in special education classes, limiting his access to general education and broader career options.

### The Need for Unified Transition Services
To effectively prepare students for postsecondary success, transition planning must be integrated into the high school experience. Evidence supports that students in inclusive settings have better outcomes in various key indicators.

**Transition Education Practices Include:**
- Greater access to the general curriculum.
- Higher graduation rates.
- Inclusive practices that allow students to engage with their peers and teachers.

### Summary
High schools need to change their models to improve outcomes for all students, particularly those with disabilities. A unified framework for transition services must exist, fostering a collaborative approach that respects and harnesses the unique abilities of every student. Integration of supports within the general education environment is essential for fostering successful postschool outcomes.