School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings
Perspectives & Resources
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:
- Describe the responsibilities of the counselor as they relate to transition planning
- List the major adult-life activities to which youth will transition and provide examples of school-based approaches to prepare for those activities
- Explain briefly the importance of collaboration among programs and funding agencies to support smooth transitions to adult activities for students with disabilities
This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
- Standard 1: Content and Pedagogical Knowledge
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 10: Leadership and Collaboration
NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
When you are ready, proceed to Page 1.