Domain 4:
Secondary Education​
4.1 Adapt or alter the general curriculum for students with disabilities
4.2 Use or share resources with teachers on how to embed transition content within general academic courses
4.3 Align students' IEP goals with identified measurable postsecondary outcomes
4.4 Modify transition programs based on current reform models used in my district or school
4.5 Plan for accommodations and modifications in postsecondary settings
4.6 Provide or coordinate academic accommodations for students taking state assessments as needed
4.7 Assist students to self-advocate for accommodations within core academic courses
When working in a secondary setting, teachers and service providers need to have the flexibility to adapt and accommodate individual plans during the transition process. Each student and family need specific support and services to access secondary educational opportunities. The program I teach allows students to mainstream from 1-6 classes per day depending on students' plans and family goals. Students receive targeted academic instruction and integration into general education classes throughout the day. I work with the general education teachers through the classroom support aide and collaboration meetings to modify and adapt the material. This type of program allows functional and academic curriculum opportunities for secondary students. Connecting academic achievement to post-secondary plans helps the students reach these goals.(4.1,4.2.)
The students can work on IEP goals and a functional curriculum with differentiated instruction in multiple classroom settings.“Curriculum decision making can draw from both a functional and academic/standards-based perspective to provide students with moderate/severe ID with the most appropriate instruction to help them achieve positive post-school outcomes (Bouck, 2012).” Most of my families are looking for opportunities in general education settings for social skills and friendships with non-disabled peers. Through accommodations, modifications, and collaboration with available education teachers, special education teachers and support staff can imbed life skill curriculum with content standards leading to inclusion practices as policy within a school culture. (4.5,4.6)
Teaching students to self-advocate and working with family plans can lead to more successful post-secondary outcomes. “Self-determination is an overarching term for a group of related skills, beliefs, and behaviors to improve the quality of life through achieving independence across the life span (Bruhn, 2015).” While accounting for culturally diverse learners and teaching students to self-advocate in secondary and post-secondary academic programs works to alleviate the differences in successful outcomes for individuals with disabilities. This specialized instruction can be done with UDL guidelines in a general education setting. Teaching self-advocacy skills in a high school setting allows my students to plan their future goals and speak up for themselves in their next program or vocational setting.(4.3,4.7)
Reference:
Benitez, D.T. & Morningstar, M.E. (2005). Secondary Teachers Transition Survey. University of Kansas, Lawrence, KS.
Bouck. (2012). Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. Journal of Intellectual Disability Research, 56(12), 1175–1186. https://doi.org/10.1111/j.1365-2788.2011.01517.x
Bruhn, Mcdaniel, S., & Kreigh, C. (2015). Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research. Behavioral Disorders, 40(2), 102–121. https://doi.org/10.17988/BD-13-45.1
Doepking, Emily (2021, September) Review of Model Lesson. Blending Academics and Transition SPED 861 University of Kansas, Lawrence, KS.
Doepking, Emily (2021, October) Differentiated Instruction. Blending Academics and Transition SPED 861 University of Kansas, Lawrence, KS.
Doepking, Emily (2021, October) Access to Post-Secondary Education. Blending Academics and Transition SPED 861 University of Kansas, Lawrence, KS.
Doepking, Emily (2021, August) Note-Taking Worksheet. Blending Academics and Transition SPED 861 University of Kansas, Lawrence, KS.
National Center and State collaborative. (2014, January). Core content connectors. Core Content Connectors - NCSC Wiki. Retrieved April 3, 2022, from https://wiki.ncscpartners.org/index.php/Core_Content_Connectors
Simi Valley Unified School District. 2022, Mod/Severe Essential Understandings SVUSD [Personal Development with Core Content Connectors] https://docs.google.com/spreadsheets/d/1Xytd1xwkhUrmy8KQG2RwqmYrrf3eekKjX0Z8dlINjJE/edit#gid=562709707