## 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 ... 1 2 Good Transition Practices ... 9 3 A Solid Instructional Foundation for Positive Postschool Outcomes ... 31 4 Bringing It Together: Good Transition and Good Instructional Practices ... 51 5 One Step Further: Supporting Students with Unique Needs ... 103 References ... 117 Index ... 121 --- ## About the Authors ## Teresa Grossi, Ph.D. Director of the Center on Community Living and Careers at the Indiana Institute on Disability and Community at Indiana University. Dr. Grossi has extensive experience working in schools and with adult employment providers. She teaches transition courses and has conducted research and written on secondary transition services, community supports, and employment issues for individuals with disabilities. ## Cassandra (Sandi) Cole, Ed.D. Director of the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community at Indiana University. Prior to joining the university, Sandi spent 22 years as a public school teacher and administrator. Her areas of expertise include collaboration, teacher leadership, and instructional practices for diverse learners. ## 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, with an estimated 60% of jobs in America requiring some postsecondary education by 2018 (Center on Education and the Workforce, 2010). High schools must be more student-centered with personalized programs, support services, and meaningful instruction. ### Inclusion of Students with Disabilities in High Schools Rethinking high schools greatly impacts students with disabilities. They often struggle with traditional instruction and require access to full participation in postsecondary education and employment. As postsecondary education requirements grow, it becomes urgent to improve high schools to support all students. ### Myisha and Brad Myisha is a high school junior who has been provided support through an individualized education program (IEP). Prior to entering high school, she was educated alongside her peers and received adaptations that allowed her full access to the core curriculum. Brad is also a high school junior with an IEP who struggled with attention and organization. His experience primarily involved special education services, limiting his access to a broader curriculum. A study found that students in inclusive settings had: - Greater access to the general education curriculum - Higher rates for passing state proficiency tests - Higher graduation rates and improved postschool outcomes ### A Unified Framework for Secondary Transition Services 1. All students have the right to meaningful participation in the core curriculum with their neighborhood peers. 2. Transition planning and services should be provided within a unified system of supports for all students. 3. A culture of collaboration among students, families, administrators, and staff is essential for transition planning. 4. Special education services should supplement the core curriculum. 5. Education must consider academic, social, and emotional learning. 6. Knowledge of a student’s culture must be part of their education. Access to quality instruction and personalized career exploration should begin in early elementary years and continue through graduation. Career exploration must be integrated into students' high school experiences to ensure they are prepared for college and careers. External and internal supports from community resources and school services support all students during their transition from high school to postschool life.