Evidence-Based Transition Practices by Phoebe Conner

Marino- response 1

2025-11-29 18:57:31 UTC

Currently, I like to incorporate daily living skills into my group plans. I co-facilitate a group always with an OT and it's our change to focus on skills (e.g., making phone call, emergency responses, folding laundry). In addition, I participate in community outings each week and as an SLP, of course, social skills development that can be utilized in real world scenarios.

Marino-2

2025-11-29 19:00:09 UTC

I would love to start focusing on career awareness with my students. Leading groups about what jobs exist, get individual interests documented and allow students to practice some of the activities they may have to do in that job position.

Marino-3

2025-11-29 19:25:58 UTC

Honestly, no. When I read through the chart and article of evidence based practices it all makes sense with the data provided. When I look at what opportunities are provided in our district, I feel like there is always room for improvement but proud to see that most if not all of the proven practices/predictors are seen in our programs. I'm in middle school but I would love to see our paid work experience opportunities provided to our older students in the district.

Marino-4

2025-11-29 19:28:10 UTC

I am always one to advocate for challenging our students academically and functionally, however, at the middle school level, I would love to see more focus in our specialized programs with functional life/vocational skills and have them included in the IEP. High school and Connections has a huge emphasis, I am aware, but I think it should start even younger.

Julieta Meyer

jmeyer214 — 2025-11-29 20:09:53 UTC

After reading these articles, one practice I plan to implement more intentionally is teaching self‑determination skills. As a school nurse, I can give students opportunities to advocate for their own health needs during meetings, which builds confidence for adulthood. I also want to help connect students to work‑based learning opportunities, since the research shows this is one of the strongest predictors of employment success. Finally, I plan to engage families more directly by sharing resources and encouraging high expectations, because I’ve seen firsthand with my daughter how critical family involvement is in navigating postsecondary challenges.

Julieta Meyer

jmeyer214 — 2025-11-29 20:11:14 UTC

One evidence‑based practice I already use is encouraging student involvement in transition planning. In my role as a school nurse, I make sure students understand their health needs and accommodations so they can advocate for themselves. I also see the importance of family involvement, both in my professional work and personally, as I supported my daughter, who is blind, through her transition to college. Another practice I value is connecting students to real‑world work experiences, since the research shows this is one of the strongest predictors of successful employment after high school.

Julieta Meyer

jmeyer214 — 2025-11-29 20:14:12 UTC

After reading the articles, one predictor that really surprised me was how paid or unpaid work experiences during high school are such a strong indicator of postsecondary success. I knew work experience was valuable, but I didn’t realize how consistently the research shows it as one of the top predictors for employment and independent living later on. It made me reflect on how often students with disabilities miss out on these opportunities because of accessibility barriers or limited community connections.

On the other hand, predictors like family involvement and high expectations didn’t surprise me at all. As a school nurse and a parent, I’ve seen firsthand how much difference it makes when families stay engaged and encourage their children to aim high. With my own daughter, who is blind, we always emphasized education and independence. She graduated from a four‑year university, but even with that achievement, she struggled to find full‑time employment with a livable income in Illinois. That experience really reinforced for me that while predictors like family support matter, systemic barriers in employment still make outcomes difficult.

So, the surprise for me was realizing just how powerful early work experiences can be and how critical it is for schools and communities to make those opportunities accessible to all students.

Julieta Meyer

jmeyer214 — 2025-11-29 20:16:20 UTC

One thing that really struck me is how much overlap there is between what the research says and what I’ve seen in real life. The articles made it clear that predictors like family involvement, self‑determination, and work‑based learning are critical and I’ve seen each of those play out with my own daughter’s journey. Even though she had strong family support and completed a four‑year university program, she still faced major barriers to finding full‑time employment with a livable income in Illinois. That experience reminds me that predictors are powerful, but they don’t erase systemic challenges like employer bias or lack of accessible opportunities.

Another thought I had is that schools sometimes focus so much on compliance (checking boxes for IEP transition goals) that they miss the bigger picture of preparing students for real life. The research pushed me to think about how we can move beyond paperwork and make sure students are practicing skills; whether that’s self‑advocacy, independent living, or job readiness.

Finally, I appreciated that the articles highlighted the need for more research. As a professional, it’s encouraging to know that the field is still growing and that our voices as educators, nurses, and parents matter in shaping future practices. It makes me want to advocate more strongly for authentic work experiences and stronger collaboration between schools, families, and community agencies.