Secondary Transition: Helping Students with Disabilities Plan for Postsecondary Settings
Perspectives & Resources
Objectives
By completing this module’s Perspectives & Resources section and reviewing its accompanying activities, the learner will be able to:
- State the importance of secondary transition planning
- Describe the unique challenges of secondary transition for students with disabilities
- Explain how educators can promote students’ self-determination throughout transition planning
- Identify and summarize the components of secondary transition planning
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
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.
- Standard 2: Learning Environments
- Standard 4: Assessment
- Standard 5: Instructional Planning and Strategies
- Standard 7: Collaboration
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 1: Learning Development
- Standard 10: Leadership and Collaboration
When you are ready, proceed to Page 1.
