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Facilitating & Monitoring Inclusive Transition Planning


By Cathy Buyrn, M.Ed.

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As adults, we have navigated a myriad of transitions throughout our lives. Most likely, some of these have been smooth sailing and some have been rocky climbs. As we consider the transitions our students make in the K12 journey, we know that a disability may make these processes a greater challenge. Educators can provide the supports and structures to ensure a smoother transition at all levels through planning and collaboration. 


The 2022-23 Link Lines editions will address how to support students with disabilities in navigating transition at each educational level. We will address transition planning, the development of self-determination skills, and engaging in social emotional learning (SEL) to ensure the success of students with disabilities in school and into their adult lives. In this edition, we will identify the stages of transition; define secondary transition, self-determination, and SEL; and provide resources to support transition and skill development.

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Students transition through various educational stages and pathways as they move from childhood to adult life. It is important for students with disabilities to be prepared and have structures in place as they move through these transitions. 


School Transitions


There is a legal requirement for, and a definition of, transition services for youth with disabilities through the Individuals with Disabilities Education Act (IDEA, 2006) federal regulations. These services ensure the coordination of planning based upon transition assessment data. The regulations state,

Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include–


  1. Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and independent living skills, where appropriate.
  2. Transition services (including courses of study) needed to assist the child in reaching those goals. (IDEA, 2006, §300.320b)

In Virginia, the age for secondary transition begins no later than the first IEP to be in effect when the student turns 14 years of age (Virginia Department of Education [VDOE], 2010). Although this is the required age for including secondary transition services in a student’s IEP, planning should begin much earlier. 


Although not specified in federal regulations, transitions between levels require critically important planning as well. Transition demands at the level of elementary school differ significantly from those of middle school and even more so at the high school level. Development of SEL and self-determination skills beginning at an early age will support the success of each transition.


Self-Determination 


Self-determination skills are “the skills and attitudes that enable [individuals] to make or cause things to happen in their lives” (Shogren et al., 2019, p. 3). These skills include choice making, decision making, problem solving, goal setting, planning, goal attainment, self-management, self-advocacy, self-awareness, and self-knowledge. Students with disabilities need explicit instruction in developing these skills and practice in using them as they move through school and into adult life. 


VDOE funds the I’m Determined Project that houses a vast array of resources and sponsors yearly events to support educators, youth, and families in understanding and supporting self-determination development. To better understand the importance of self-determination skills, the following videos provide testimonies from educators and youth (I’m Determined, 2022).





Social Emotional Learning


SEL skills are also important for students with disabilities to experience success in school and beyond. The Collaborative for Academic, Social, and Emotional Learning (CASEL) defined SEL as:


...the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. (CASEL, 2022, para. 1)


These are the skills necessary for students to function effectively in their homes, schools, and communities and, eventually, to obtain and maintain employment. This link provides a video of educators describing the impact of SEL in their school community (CASEL, 2022). 


VDOE adopted the CASEL definition of SEL and further identified their vision for this effort as:


The vision of social emotional learning in Virginia is to maximize the potential of all students and staff to become responsible, caring and reflective members of our diverse society by advancing equity, uplifting student voice, and infusing SEL into every part of the school experience. (VDOE, 2022, para.1)


To support this vision, VDOE has adopted guidance standards for students served in Virginia’s K12 public schools. The website outlines core competencies for SEL including self-awareness, self-management, social awareness, relationship skills, and decision-making. Additional resources are found at this site as well. 

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Students with disabilities need support and planning as they transition between schools and from school to adult life. Development of self-determination and SEL skills better prepare these students for success in all aspects of their lives. Resources to support the development of these skills and successful transition planning are listed below. 


Look for the next edition of Link Lines where we share tips and resources to support students’ successful transition from elementary to middle school. For information on transition from early childhood to kindergarten, visit Old Dominion University’s TTAC.

Resources 


Center on Transition Innovations


CASEL


I’m Determined


The University of Kansas Self-Determination site


VDOE

References

Collaborative for Academic, Social, and Emotional Learning. (2022). Fundamentals of SEL. https://casel.org/fundamentals-of-sel/ 


I’m Determined. (2022). Resources. https://imdetermined.org/resources/?fwp_resource_format=video 


Individuals with Disabilities Education Improvement Act. §300.320b (2006 & rev.2009). https://sites.ed.gov/idea/regs/b/d/300.320/b 


Shogren, K. A., Raley, S. K., Burke, K. M., & Wehmeyer, M. L. (2019). The self-determined learning model of instruction teacher’s guide. Kansas University Center on Developmental Disabilities. https://selfdetermination.ku.edu/homepage/resources/ 


Virginia Department of Education. (2010). Regulations governing special education programs for children with disabilities in Virginia.

https://www.doe.virginia.gov/special_ed/regulations/state/regs_speced_disability_va.pdf



Virginia Department of Education. (2022). Social emotional learning. https://www.doe.virginia.gov/support/prevention/social-emotional/index.shtml

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