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

1. 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. The workforce of the future will be more highly educated, and students will be part of a global workforce and society. Current data indicate that an estimated 60% of jobs in America will require postsecondary education by 2018. Over the next 25 years, nearly half of the projected job growth will be in occupations that require higher education and skill levels.

For the past three decades, many leaders have realized the urgency to create high schools that give students the skills, habits, and confidence to be successful in the global workplace. However, many high schools have continued to operate in the same way that they did 50 or more years ago. Despite the recognized need for change, many barriers remain. However, models of successful and innovative high schools exist.

Inclusion of Students with Disabilities in High Schools

Rethinking high schools has a large impact on students with disabilities. Students with disabilities struggle with traditional approaches to instruction and often lack access to postsecondary education and employment opportunities.

Case Studies: Myisha and Brad

• Myisha is a high school junior who has been provided support through an individualized education program (IEP). She received adaptations and modifications that enabled her to have full access to the core curriculum. In her academic career, she utilized various resources, including participating in the Reality Store simulation, which allowed her to explore career interests.
• Brad, also a high school junior, has an IEP and has struggled with attention and organizational skills. He is a strong visual learner who has focused primarily on special education services, missing opportunities to engage fully with the general education curriculum.

Transition Services

The Grossi and Cole (2007) study and others highlight that quality transition outcomes are dependent on excellent educational systems that provide all students with access to high-quality curriculum and instruction. Many students still move through high schools in a parallel track, missing essential experiences necessary for positive postsecondary outcomes.

A Unified Framework for Secondary Transition Services

The following guiding principles are essential:

1. All students have the right to meaningful participation in the core curriculum.
2. Transition planning and services should be integrated within a unified system of supports.
3. Collaboration among students, families, and staff is essential for effective transition planning.
4. Special education services should supplement core curriculum.
5. A student's education must address academic, social, and emotional learning needs.
6. Understanding a student’s culture is crucial for their educational preparation.

Summary

How high schools operate affects the experiences and post-school outcomes of students with and without disabilities. Transition services must be unified and integrated with services and supports for all students, ensuring they have equal access to educational opportunities and are prepared for future educational and career pursuits.