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Challenge
Initial Thoughts
Perspectives & Resources

What is the transition planning process for students with disabilities?

  • Page 1: An Overview of Secondary Transition
  • Page 2: Person-Centered Planning
  • Page 3: Transition Planning

What is the school counselor's responsibility in the transition planning process?

  • Page 4: Overview of a School Counselor's Roles for Transition
  • Page 5: Transition Assessments
  • Page 6: Post-Secondary Preparation: Education/ Training
  • Page 7: Post-Secondary Preparation: Employment
  • Page 8: Post-Secondary Preparation: Independent Living
  • Page 9: Referrals to Other Agencies

How can school counselors further support successful transition planning?

  • Page 10: Communication and Collaboration
  • Page 11: Collaborative Activities for Families
  • Page 12: Communication with Community Organizations and Other Agencies

Resources

  • Page 13: References & Additional Resources
  • Page 14: Credits
Wrap Up
Assessment
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School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings

Perspectives & Resources

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Objectives

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

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.


Council for the Accreditation of Educator Preparation (CAEP)

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


Interstate Teacher Assessment and Support Consortium (InTASC)

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


National Council for Accreditation of Teacher Education (NCATE)

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.

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