1. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 4th Edition 0-13-500140-4 © 2010 Pearson Education, Inc. All rights reserved. Career and Technical Education, and Transitions Chapter 16

2. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 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?

3. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 3 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

4. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 4 Career and Technical Education Previously called industrial or vocational education, includes: Agriculture Business Family and consumer sciences Marketing Health Trade and industry Technical/communications

5. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 5 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

6. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 6 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

7. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 7 Modifying Instructional Strategies Teach procedures for career and technical tasks Increase time-on-task Individualize instruction Teach generalizable skills 1. Mathematics 2. Communications 3. Interpersonal relations 4. Reasoning skills  What skills would you identify to focus on in these areas?

8. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 8 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

9. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 9 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 lives  Planning needs will vary with each student  Involves all individuals who will be affected by the transition, including:

10. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 10 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?

11. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 11 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

12. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 12 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

13. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 13 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

14. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 14 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

15. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 15 Conceptual Framework for Self-Advocacy All components lead to an overall sense of self-advocacy 1. 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)

16. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 16 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

17. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 17 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

18. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 18 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?

19. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 19 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

20. The Inclusive Classroom, 4 th Edition Mastropieri/Scruggs 0-13-500140-4 © 2010 Pearson Education, Inc. All Rights Reserved. 20 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?