1. Teaching for Transition Chapter 7

2. What Should Teachers Teach?  Rationale for selecting instructional objectives  Selected transition objectives - see Table 7.1  Selected work skills for transition planning - see Table 7.3  Rationale for selecting instructional objectives  Selected transition objectives - see Table 7.1  Selected work skills for transition planning - see Table 7.3

3. Resources for Curriculum Development  Focus on most essential skills for independence in adulthood  Obtain direct information from family, members of the community, and other interested parties  Consider plans for postsecondary education  Focus on most essential skills for independence in adulthood  Obtain direct information from family, members of the community, and other interested parties  Consider plans for postsecondary education

4. Types of Diplomas  Diploma with regular academic endorsement  Occupational diploma  Diploma with advanced academic endorsement  Diploma with regular academic endorsement  Occupational diploma  Diploma with advanced academic endorsement

5. How to Develop Units and Lesson Plans  Units can be organized either chronologically or conceptually - see Table 7.5  Writing lesson plans should provide a daily detailed map of exactly how skills from each unit will be taught - see Figure 7.1  Units can be organized either chronologically or conceptually - see Table 7.5  Writing lesson plans should provide a daily detailed map of exactly how skills from each unit will be taught - see Figure 7.1

6. Community-Based Training  Students should start community-based training at 10-13 years of age  Most students receive community-based training 16-17 years of age  Exposes students to a wide variety of tasks and experiences for skill development  Don’t have to go into the community for the experience, think of places within the school to receive training  Students should start community-based training at 10-13 years of age  Most students receive community-based training 16-17 years of age  Exposes students to a wide variety of tasks and experiences for skill development  Don’t have to go into the community for the experience, think of places within the school to receive training

7. Instructional Methods for Students with Severe Cognitive Disabilities  General case programming provides a framework for increasing generalizability  Components of direct instruction for effective teaching  General case programming provides a framework for increasing generalizability  Components of direct instruction for effective teaching

8. General Case Programming  Identify appropriate training sites in the community, e.g., select several grocery stores to teach grocery shopping  Select training sites  Sequence sites and tasks for instruction  Conduct baseline probes  Select a chaining strategy  Select an assistance strategy  Select correction procedure  Organize data collection and monitor student performance  Identify appropriate training sites in the community, e.g., select several grocery stores to teach grocery shopping  Select training sites  Sequence sites and tasks for instruction  Conduct baseline probes  Select a chaining strategy  Select an assistance strategy  Select correction procedure  Organize data collection and monitor student performance

9. Direct Instruction Techniques  Monitoring  Diagnosis and correction  Motivation  Pacing  Wait time  Monitoring  Diagnosis and correction  Motivation  Pacing  Wait time

10. Instructional Strategies  Peer Buddy  Mnemonic strategies  Guided notes  Concept diagrams - see Figure 7.3  Compensatory strategies  Classroom modifications  Peer Buddy  Mnemonic strategies  Guided notes  Concept diagrams - see Figure 7.3  Compensatory strategies  Classroom modifications

11. Successful vocational Training Sites Employers must understand that one student may not be able to complete the work alone, it may take several students and the teacher to complete the job. Worksites should offer opportunities for students to perform a wide variety of tasks. Purpose of work experience is to provide maximal opportunities for individual to work and interact with employees without disabilities. Employers must understand that one student may not be able to complete the work alone, it may take several students and the teacher to complete the job. Worksites should offer opportunities for students to perform a wide variety of tasks. Purpose of work experience is to provide maximal opportunities for individual to work and interact with employees without disabilities.

12. Problems and Solutions with Community-Based Training  Staffing and scheduling  Transportation  Liability and safety  Costs  Staffing and scheduling  Transportation  Liability and safety  Costs