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Transition Services and Systems Change- Educator Reflection

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Transition Services and Systems Change- Educator Reflection

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In my undergraduate college career my second major was sociology where I focused on the sociocultural changes and development of education.  I was familiar with the need for systemic change and for all levels of a district and the government to accept a change into order to make something successful.  However, I had never heard of the Bronfenbrenner and Systemic Change Model.  After reading chapter 9, viewing the video, and additional readings I was able to relate my previous understanding with the visual model.

The systems that are in place from the federal, state, district, and school levels affect my teaching and how I implement transition services to my students. I need to make sure that I stay up to date with the federal and state mandates, especially laws and policies that reduce or increase funding for different populations or disability categories. Communication is also key between all different levels of systems and it is important that all key players (everyone) use the same language to decrease confusion and increase understanding of transition services.

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Bronfenbrenner's Ecological Systems Model vs Systemic Change Framework

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Bronfenbrenner's Ecological Systems Model vs Systemic Change Framework

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These models provide a visual representation of the various aspects that are needed to complete a systemic change. Although this video is about a child's development, however it can be extrapolated to explain the systemic transition model.

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Students are the center of everything when it comes to education.  Transition must focus around the student yet balance all of the other factors and systems.

Pictured: NHS Special Olympics Team 2017

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Administrators with an understanding and goals to make transition successful improves the quality and amount of support to schools and teachers implementing transition services.

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Massachusetts Student-Driven Secondary Transition Model- focus on post-secondary success in education, independent living, competitive employment, and community participation.

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Educators, parents, administrators, and state agencies must work together to provide the best supports to students as they transition out of school systems. Federal and state funding and mandates determine the level of support that can be provided to these agencies (i.e., DDS, MRC, DMH, MCB).

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General education teachers and special education teachers are required to provide top education across content areas and keep up with the state and federal laws.

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Communication must be clear and systemic at all levels (federal, state, district, administrators, teachers, families, and students). Information about transition should also be provided to families in their own languages.

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The Office of Special Education programs is dedicated to improving education for people who are infants through age 21 with disabilities that was set forth by IDEA.