1. Transition Education Bell-Ringers
By: Mindy Lingo University of Oklahoma

2. Self-Advocacy/ Self-Determination
Students who passed more than half or all courses in 8 curriculum areas (remedial academics, traditional content classes, personal finance, community access, behaving responsibly, goal- setting or problem solving, specialized vocational education, regular vocational education) were more likely to be engaged in post-school education  
Students with higher self-determination skills were more likely be engaged in post-school employment
Predicts improved outcomes in: Education and Employment

3. Transition Curriculum
Students who participated in the Youth Transition Program with four or more transition goals met were more likely to be engaged in post-school employment or education .
Students who received transition planning services during high school were more likely to be engaged in post-school education.
Predicts improved outcomes in: Education and Employment

4. Student Led IEPs
Students have the ability to advocate for themselves and don’t have to rely on case-manager as much. More Parental participation the IEP meetings increased substantially.
Students gain confidence and communication skills through leading IEP meetings. Students who have Student-led IEPs find it easier to apply self- advocacy skills in college or on the job.
Predicts improved outcomes in: Education and Employment

5. Bell-Ringers
A tool teachers use within their classroom to help focus their students’ minds.
Short activity designed to be completed independently during the first few minutes of class while the teacher is taking attendance or completing other administrative tasks.
Reinforces that learning starts as soon as students enter the room
Recommended by education experts Harry Wong, Fred Jones, Rick Morris, and others as an effective behavior management technique
Also called bell work, daily warm up

6. Research
Transition education’s purpose is to teach students with disabilities the skills and confidences they need to attain self- sufficiency across the the domains of work, home, and play (Field, Martin, Miller, Ward, & Wehmeyer, 1998b).
High school transition programs must provide the opportunities for students to enhance their self-determination skills (Morningstar et. al., 2010).

7. Research
“To summarize, self-determination is a combination of skills, knowledge, and beliefs that enable a person to engage in goal- directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self- determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society.” (Field, Martin, Miller, Ward and Wehmeyer, 1998a, p. 10)

8. Research
Skills associated with self-determination are self- awareness/self-knowledge, which also encompasses disabilities awareness (Wehmeyer, Palmer, Soukup, Garner, & Lawrence, 2007).
Allowing students to participate and lead their IEP allows students to increase their self-determination (Martin, Van Dyke, Christensen et al., 2006).
The responsibility of teaching self-determination usually falls to a special education teacher (Cambell-Whately, 2008).
Two reported barriers facing special educators in the implementation of transition education curriculum are a lack of instructional time and access to transition education resources (Lubbers, Repetto, & McGorry, 2008).

9. Bell-Ringers Curriculum
SELF-DIRECTED IEP
-In your own words describe an IEP and how it affects you.
-What is the most important part of an IEP?
-Does your IEP reflect who you are and plans to help you reach your goals for the future?
-Who is your IEP teacher/case manger?

10. Study Results

11. Study Results

12. Study Results

13. References
Campbell-Whatley, G. D. (2008). Teaching students about their disability: Increasing self- determination skills and self-concept. International Journal of Special Education, 23(2), Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998a). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children. Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998b). Self-determination for persons with disabilities: A position statement of me division on career development and transition. Career Development for Exceptional Children, 21(2), Lubbers, J. H., Repetto, J. B., & McGorray, S. P. (2008). Perceptions of transition barriers, practices, and solutions in Florida. Remedial and Special Education, 29(5), Martin, J. E., Van Dycke, J. L., Christensen W. R., Greene B. A., Gardner J. E., & Lovett D. L. (2006). Increasing student participation in IEP meeting: Establishing the Self- Directed IEP as evidenced-based practice. Exceptional Children, 72(3), Morningstar, M. E., Frey, B. B., Noonan, P. N., Ng, J., Claveena-Deane, B., Graves, P., Williams-Diehm, K. (2010). A preliminary investigation of the relationship of transition preparation and self-determination for students with disabilities in postsecondary educational settings. Career Development for Exceptional Individuals, 33(2), Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Garner, N. W., & Lawrence, M. (2007). Self-determination and student transition planning knowledge and skills redirecting involvement. Exceptionality: A Special Education Journal, 15(1),