the inclusive classroom: strategies for effective differentiated instruction, 4th edition...

The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 4th Edition0-13-500140-4

© 2010 Pearson Education, Inc.All rights reserved.

Career and Technical Education, and Transitions

Chapter 16

The Inclusive Classroom, 4th EditionMastropieri/Scruggs0-13-500140-4 © 2010 Pearson Education, Inc.

All Rights Reserved.2

Focus Questions- What is the importance of setting

realistic career and technical goals for students with disabilities?

What is the purpose of planning and designing transition programs?

What is the significance of teaching self-advocacy and self-determination skills?

Why is transitioning for graduation, education, jobs, and independent living important?



Career and Technical Education Transitions are natural passages in life

that happen continually as we move to new schools, jobs, and organizations

Students with disabilities often have more difficulty adjusting to transitions

Career and technical education is a varied field including both secondary and postsecondary education



Career and Technical Education Previously called industrial or

vocational education, includes: Agriculture Business Family and consumer sciences Marketing Health Trade and industry Technical/communications



The Carl D. Perkins Vocational Education Act Passed in 1984 and reauthorized in 2006, this

legislation has encouraged educational programs to provide services to students at risk because of disability or economic disadvantage

Requires equal access to the full range of career and technical program to individuals with disabilities or disadvantages

Students with disabilities and at risk for dropping out have been provided counseling, special coursework, collaborative assistance to help them acquire entry-level job skills



Adapting Career and Technical Education Prioritize goals and objectives

Keep them realistic Modify the environment

Curbs, stairs, doors, aisles, workstations Modify the curriculum

Consider affect, motivation, and peer relationships

Plan for safety Develop “safety profile” for individual students

Select computer software



Modifying Instructional Strategies

Teach procedures for career and technical tasks

Increase time-on-task Individualize instruction Teach generalizable skills

1. Mathematics2. Communications3. Interpersonal relations4. Reasoning skills

What skills would you identify to focus on in these areas?



Transition The process of planning for changes

throughout a student’s life Transition programs help prepare students

for changes from grade to grade and from high school to career or continuing education

Transition programs should be based on student’s preferences and interests

Transitions, while exciting and challenging, can be traumatic events



Transition Planning

Student Parents Teachers Special education

teachers Transition

coordinators

Specialists (PT, OT, speech & language)

Counselors Community

representatives Advocates Support personnel Employers

Helps prepare students for expected changes that take place in their livesPlanning needs will vary with each studentInvolves all individuals who will be affected by the transition, including:



Preparing for Transitions Preparatory actions can be undertaken to

help ease transitions, including: Establishing a transition timeline Preparing all individuals Establishing communication procedures Allowing time to explore the new setting Reviewing new procedures and explaining what

the student can expect in the new environment

What other actions can you take that would help the student?



Strategies Supporting Transition Assess and teach social skills Teach self-management and independence Identify individual objectives Identify support Identify preferences and choices Teach decision- and choice-making Promote self-determination Teach self-advocacy



Individual Transition Plan (ITP) Required when student reaches the

age of 14 Includes:

Educational goals and objectives Employment objectives Adult living/community experience Person/agency responsible Review dates for each objective



Self- Advocacy & Self-Determination Self-advocacy- being able to speak for

oneself Self-determination- right to participate in

decisions and influence one’s own future

Both refer to the attitudes and abilities students need to make choices and decisions about their lives and to assume greater responsibility for their quality of life



Self-Advocacy Skills Awareness of legal rights and responsibilities Requesting adaptations and accommodations Meeting with vocational rehabilitation personnel,

medical personnel, and social security offices Possessing appropriate social skills Having job-related skills and job related social

skills Thinking about and planning for the future Making informed choices Seeking assistance when necessary



Conceptual Framework for Self-Advocacy All components lead to an overall sense of

self-advocacy1. Knowledge of self (e.g., strengths, support

needs, goals)2. Knowledge of rights (e.g., personal rights,

educational rights, steps to advocate for change)

3. Communication (e.g., assertiveness, negotiation, compromise)

4. Leadership (e.g., knowledge of group’s rights, political action)



Strategies for Transition Independent living skills Consumer and financial skills Legal and citizenship skills Community involvement skills Career and employment skills Family-living and social skills Recreational and leisure skills



Teaching Communication Skills PLAN

Provide the inventory to teachers Listen and respond to the comments Ask relevant questions Name your goals

SHARE Sit up straight Have a nice tone of voice Activate your thinking Relax and remain calm Engage in eye contact



Teach Assertiveness Skills Many students need explicit instruction

in how to request assistance, asking for clarification, and negotiating changes

Provide opportunities for practice generalizing

Encourage students to explain their learning needs to others

What activities can you use to help students learn and practice these skills?



Plan for Graduation Many states are requiring more demanding

coursework for graduation Some students with disabilities are finding it

difficult to pass these courses More basic and career-oriented courses are

being phased out Determine whether a substitute course

could be included on the IEP that would count toward the diploma

State policies toward awarding diplomas vary



Plan, Plan, Plan Plan for future education Plan for future employment

opportunities Plan for independent living situations

Regardless of the grade you will teach, what can you do to help students successfully plan for their future?

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