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Chapter 6 Summary: Fostering Transitions, Self-Determination, Acceptance,…
Chapter 6 Summary:
Fostering Transitions, Self-Determination, Acceptance, and Friendships
Fostering Transitions
Understand unique abilities and challenges
Should include: student strengths, challenges, ability levels, social skills, behavioral skills, preferences, interests, background information and instructional strategies
Can also provide supplemental information regarding their need, disability, or area of concern
May include: health/medical concerns, medications, assistive tech, interventions, and accommodations
Use trans environmental programming: program to prepare students for a successful inclusive setting
Ecological assessment: analyze features of learning environment and key skills that impact academic, behavioral, and social performance
Embed routines, expectations, music/art/gym classes
Determine where UDL fits into the inclusive setting
Generalization to the new setting: transfer training for students can use skills independently
Determine student abilities and inclusive classroom setting to support generalization of transitional skill
Provide multiple opportunities and experiences to practice role playing the transitional skill under varied conditions
Support students in seeing link between skills to help with self-monitoring and control over their learning
Intervention and preparation: teaching strategies to prepare for new learning environment
Identify and teach essential classroom procedures and behaviors
"hidden curriculum" about social skills and rules for successful functioning in inclusive setting
Preteach using curriculum, instructional materials, teaching style, and instructional format as teacher in inclusive classroom
Teach successful school behavior
Enhance Organizational skills
Examples of organization tools: assignment notebook, assignment template, assignment log, sticky notes, highlighter
Develop daily and weekly schedules to chart activities happening in inclusive setting
Provide a tour of new school/classroom to introduce key areas, typical routes and school staff members
Offer orientations, visiting, shadowing, and mentoring programs
Introduce academic and supportive programs, extracurricular activities, policies, procedures, and staff members
Teach cultural norms, language, content terminology, and socialization skills
Always respect and understand cultural perspectives from transitioning students/families
explicit and unstated skills, rules, routines, language and customs
Newcomer Programs: academic and support services to help them learn English and academic content, adjust to new culture, and transition to inclusive setting and society
Collaborate and Communicate with Professionals and Families
Develop a transition timeline
Prepare student for transition
Determine instructional strategies and supports
Collect student performance data
Evaluate transition process
Establish communication procedures
Develop a summary of performance (SOP)
Outlines student academic achievement, functional performance, and suggestions to achieve postsecondary goals
Determine instructional activities and community experiences to help student develop skills to live independently
Implement an individualized transition plan (ITP)
Multidisciplinary teams implement and review ITPs
Student-centered planning - student and activity actively involved in the planning process
Transitions services are coordinated services and activities that link transition to postschool activities
Align transition program to standards, community-based learning, enhancing self-determination, success in postsecondary life, and quality of life
Prepare students for postsecondary life
Employment allows for financial independence, contributions to community, and develop self-confidence
Competitive Employment: working as a regular employee in an integrated setting with coworkers who do not have disabilities (pay minimum wage)
Supported Employment: ongoing assistance and services to obtain competitive employment, perform well, travel to work, interact with coworkers, and receive a comparable salary
Job Coach: performs many functions to assist the student in successful job training and placement. May support job accommodations and evaluation of job performance
Career education programs support all students in transitioning to work and postsecondary education
Functional curriculum: goals and methods tailored to students preparing them for transition to adult living
Leisure education: function independently during free-time activities at school, home, and in community
Community-based learning programs: placed in community settings that offer opportunities to learn range of functional skills
Service learning: all students collaborate to perform and reflect on experiential activities that foster learning and benefit the community (real-life experiences about community, civic responsibility, and career)
Postsecondary Education - develop skills needed to inform others of disability and engage in self-advocacy
Goal-setting, social skills, appropriate communication, accommodation and and self-advocacy skills needed to be successful
Can have education programs to provide services and the level of inclusiveness they foster
Fostering Acceptance: teach all students how to understand, accept and establish friendships with a range of individual differences
Challenge stereotypes and misconceptions, as well as media/literature/visual representations in society
Highlight differing abilities, backgrounds, and perspectives in positive and meaningful ways
Teach all students to respect, accept, and appreciate diversity. Value and learn from each other!
Utilize information-sharing and attitude-change strategies
Get help from students, families, and educators in implementing acceptance strategies
Identify resources that educate students about individual differences
Fostering Friendships: foster student learning, language development, and acceptance of individual differences
Use strategies to promote development of friendships and peer support networks
Students should have opportunities to interact with classmates in meaningful ways and understand their common traits with their peers
Do no reinforce caregiving and "parenting" actions
Teach what it means to be a friend, the qualities of a good friendship and problems that students can have when trying to make friends
Social skills instruction (cognitive, verbal, and nonverbal skills)
Teach students how to initiate, respond, and maintain positive peer relationships
Make sure students know appropriate empathy, frustration, conflict, rejection, and refusal skills when interacting with peers
Can use learning strategies, peer-mediated instruction, and social skills curriculum
Stop, think, proceed strategy
Use social stories for individualized social situations to teach appropriate behaviors (descriptive sentences, directive sentences, perspective sentences, affirmative sentences)
Optional social stories: comic strip conversations, power cards, "i will" cards
Use circles of friends to help all students understand support systems and friendships to expand their social networks
Emphasize "ALL" students are included!
Create a friendly classroom environment that promotes safe, effective, and universally designed materials to foster socialization
Cooperative groupings so all students work together
Teach noncompetitive games to include all students
Do activities that promote community, shared interests, reciprocity, and class cohesiveness
Build class identity and acceptance of individual differences
Peer-based strategies foster transitions, self-determination, friendships, and acceptance of all students
Peer reporting, peer networks, support committees, class meetings, peer mentoring, buddy systems
Always involve family members to support building friendships and attending community-based activities for more social skill strengthening
Fostering Self-Determination: an individual's ability to identify and take actions to achieve one's goals in life
Collaborate with other educators and family members to assess self-determination
can be a goal on IEP, 504 plan, IFSP, and ITP
Always accommodate cultural perspectives in setting goals and strategies around self-determination
Teach goal setting and problem solving
Helps students successfully obtain education, social-emotional, and transitional goals
Teach students how to set goals that are appropriate and specific for them with a timeline and strategies to meet the goal
Action plans!
Develop self-determination contracts, self-monitoring systems, and graphic organizers to guide action plans
Foster choice making and how to express their choices in teaching and nonteaching parts of the day
Self-awareness: identify and express their preferences, strengths and challenges while advocating for themselves
Students should know: accommodations, federal/state laws, disabilities, individual differences and challenges, use their knowledge for future usage
Plan strategies to advocate for themselves and achieve their goals
Teach assertive communication strategies
Self-esteem: own sense of self-efficacy can improve learning and ability to advocate for themselves
Recognize student achievement, teach self-management techniques, perform leadership roles, and post work
Attribution training: teaching students to analyze the events and actions that lead to success and failure and using this information to support their learning
Use "I" statements that acknowledge effort
Positive Role Models
Affinity support groups of peers with common traits
Mentors that are self-determined and can be helpful in improving learning and transition to adulthood
Teach and share knowledge, listen to feelings, offer advice, support and encourage!
Helpful to have same-race and same-language mentors to understand language and culture of different backgrounds