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Accurate - yes
Precise - yes
Authoritative - yes

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Accurate - yes
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Policies worth further investigation:
School to work opportunities act 1994
Workforce innovation and opportunity act 2014

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During transition, parents experience difficulties and heightened uncertainty related to their role, their child’s independence, navigating services and accessing support.

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Pathways in transition:
academic – college
technical training – tech school
employment – obtain a job
supported setting – supported employment/supervised living

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Self-Determination Concepts: self-awareness, self-advocacy, self-efficacy, decision making, independence, self-evaluation, adjustment.

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Themes within the curriculum for students with ID at the university level: self-awareness, self-expression, building literacy skills

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IDEA 2006 – special ed. services must meet students’ unique needs and prepare them for future education, employment & independent living.
Triangulation is the alignment of post-secondary goals, state standards and work/college standards.

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Interventions to help students with disabilities make effective transitions from school to work are needed and can be done through groups held by school counselors.

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Research suggests few appropriate functional curriculum models exist for students with intellectual disabilities. Already overwhelmed teachers are left to construct their own.

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People with disabilities comprise 40% of people using public transportation in the U.S.
Lack of transportation options in many communities is a major barrier to employment opportunities.
App – Catch the Bus

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Personal care, communication, social interaction & practical life skills are relevant to IEPs, but are not embedded skills in “education.”

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Six steps to designing instruction on core content with a meaningful application: Develop objectives, identify instructional context, select evidence-based instructional procedure, embed nontargeted information, graph data, plan for generalization. It is imperative to identify approaches for secondary students that have meaningful applications for successful transition to adulthood.

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Students with a transition plan more frequently attain a high school diploma and further their education by attending college or successfully entering the workforce.

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Person-centered plans encompass the student’s entire life and help establish supports so that the students ultimately ends up living his or her preferred lifestyle.
Futures night – event to present information on vocational rehabilitation, guardianship & SSI
Transition fairs
Develop transition brochures

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The use of alternative curricula for students with disabilities creates a structural barrier that explicitly designates students as incapable of using the same curriculum as nondisabled peers.
Students educated in self-contained settings are less likely to obtain employment, attend educational programs post-secondary and be socially included in society as adults.

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A curriculum focused on stories, vignettes and activities can support social skills post-secondary for students with disabilities.

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Transition assessments support students and their IEP team in understanding student interests, preferences, strengths, needs, capabilities, where they want to work and live, what courses are needed to achieve post-secondary goals, what skills they may need to learn to be independent, and what programs are available to match their interests and needs.

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Critical reflection, underpinned by constructivist epistemology and critical discourse, underpinned by constructionist ontology are both equal and necessary features of adult transformative learning.

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Curriculum was not a predicator for any post-school outcomes regarding independent living, college education or employment. No differences were recorded for post-school outcomes for students who received a functional vs academic curriculum.

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Four themes regarding teachers’ perspectives about their own learning: learning through doing in the classroom, learning through research, learning from and with others, learning through formal opportunities.

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School counselors can add to student effectiveness by enhancing and increasing requirements for students with disabilities to achieve their post-secondary goals

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The goal for students with intellectual disabilities is ultimately for them to obtain employment and live as independently as possible, but secondary schools seem to be preparing these students more for living a life of welfare & benefits.

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Collaboration among employers, relevant agencies, schools, students and their families are imperative.
Barriers to effective service and delivery of vocational training and independent living currently exist.

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Themes emerged from interview data with Sped. Admin:
1. Time constraints & lack of knowledge lead to lack of involvement.
2. Concerns regarding equity of programs offered.
3. Current programming needs to be evaluated for positive transition programming.
4. Support from central office varies among school districts.
5. Career and tech ed. Is a valuable asset for transition programs.

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Improved, thoughtful transition planning and SOP’s can bridge the gap between secondary and post-secondary education.

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Teaching real-life experiences helped prepare students for meaningful social interactions.
Constructivist epistemology – the individual learner constructs knowledge of the world by interacting with it.

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21st century skills include: motivational behaviors such as curiosity and persistence, and social emotional competencies such as regulating externalizing and internalizing behaviors, problem solving skills and improving cognition.

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Poppen, M., Alverson, C. (2018). Policies and practice: A review of legislation affecting transition services for individuals with disabilities. New Directions for Adult and Continuing Education. Wiley.

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Codd, J., Hewitt, O. (2019). Having a son or daughter with an intellectual disability transition to adulthood: a parental perspective. British Journal of Learning Disabilities. Wiley.

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Bassett, D., Kochhar-Bryant, C. (2006) Strategies for aligning standards-based education and transition. Focusing on Exceptional Children. Vol. 39, No. 2.

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Martin, J., Marshall, L. (1995). ChoiceMaker: A comprehensive self-determination transition program. Intervention in School and Clinic. Vol. 30, No. 3, pp 147-156.

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Wintle, J. (2014). Preparing students with intellectual disabilities to audit inclusive university courses. British Journal of Special Education. Vol 42, No. 2.

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Gothberg, J. et al. (2015) Successful transition of students with disabilities to 21 st century college and careers. Teaching Exceptional Children. Vol. 47, No. 6, pp 344-351.

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McEachern, A., Kenny, M. (2007). Transition groups for high school students with disabilities. The Journal for Specialists in Group Work. Vol. 32, No. 2, 165-177.

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Bouck, E. (2010). Reports of life skills training for students with intellectual disabilities in and out of school. Journal of Intellectual Disability Research. Vol. 54, pp 1093-1103.

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Gallup, J., Lamonthe, S., Gallup, A. (2015). Enhancing transportation education using mobile devices and applications. Teaching Exceptional Children. Vol. 48, No. 1, 54-61.

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Molijord, G. (2021). Aiming for (what) capabilities? An inquiry into school policy for pupils with intellectual disabilities. Scandinavian Journal of Educational Research. Vol. 65, No. 6, 1141-1155.

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Collins, B. et al. (2010). Teaching core content with real-life applications to secondary students with moderate and severe disabilities. Teaching Exceptional Children. Vol. 43, No. 1, 52-59.

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Finn, J., Kohler, P. (2010) Transition outcomes project: perceptions of school personnel explored through a multiple case study. Journal of Ethnographic & Qualitative Research. Vol. 4, 95-107.

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Kellems, R., Morningstar, M. (2010). Tips for transition. Teaching Exceptional Children. Vol. 43, No. 2, 60-68.

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Hanreddy, A., Ostlund, D. (2020) Alternate curricula as a barrier to inclusive education for students with intellectual disabilities. International Electronic Journal of Elementary Education. Vol. 12, Issue 3, 235-247.

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Del Grande, D., Herrera, J. (2021). The effectiveness of teaching social skills utilizing literature stories using the helping students with disabilities develop social skills, academic language and literacy through literature stories, vignettes, and other activities: a secondary and post-secondary emphasis curriculum. Thesis from California State University.

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Hyde, B. (2021) Critical discourse and critical reflection in Mezirow’s theory of transformative learning: a dialectic between ontology and epistemology. Adult Education Quarterly. Vol. 7 (4) 373-388.

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Jones, P., Riley, M. (2017) Trying, failing, succeeding and trying again and again: perspectives of teachers of pupils with severe profound multiple learning difficulties. European Journal of Teacher Education. Routledge. Vol. 40, No. 2, 271-285.

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Southward, J., Davis, M. (2020). Summary of performance: bridging the transition from high school to post-secondary education for students with SLD. Preventing School Failure: Alternative Education for Children and Youth. Routledge. Vol. 64, No. 4, 316-325.

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Woods-Groves, S., Choi, T., Balint-Langel, K. (2020) Examining teachers’ judgement of students’ 21 st century skills and academic and behavioral outcomes. Wiley.

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Quigney, T. (2017). Transition to post-secondary life for students with disabilities: promoting student success. Enriching Student Well-Being and Success.

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Rowe, D., Mazzotti, V., Hirano, K., Alverson, C. (2015). Assessing transition skills in the 21 st century. Teaching Exceptional Children. Vol47, No. 6, pp 301-309.

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Moore-Gumora, C. (2013). A study of students on the autism spectrum transformation in a high school transition program. ProQuest.

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Hatfield, T. (2013). A mixed methods study of special education administrators in Tennessee on transition services for high school students with disabilities. ProQuest.

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Gustavsson, A., Wendelborg, C., Tossebro, J. (2021). Educated for welfare services – The hidden curriculum of upper secondary school for students with intellectual disabilities. British Journal of Learning Disabilities.

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Chun, J., Connor, A., Kosciulek, J., Landon, T., Park, J. (2016). Career development for youth with disabilities in South Korea: The intersection of culture, theory, and policy. Global Education Review, 3 (3). 57-74.

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Bouck, E. (2012) Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study. Journal of Intellectual Disability Research. Vol 56. Pp 1175-1186.

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How SOP's can support students post-secondary

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How SOP's can support students post-secondary

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What is truly being taught to these students?

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What is truly being taught to these students?

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Does curriculum affect post-school outcomes?

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Does curriculum affect post-school outcomes?

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Social skills for post-secondary success

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Social skills for post-secondary success

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An alternate curriculum - inclusive for "all."

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An alternate curriculum - inclusive for "all."

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This may be an older article but the only "program/curriculum" I have come across in my research.