The special education teacher collaborates with the student, and often the family, prior to writing the postsecondary transition plan included in IEPs for students in high school. The Individuals with Disabilities Education Act (IDEA) prescribes age-appropriate assessment, collaboration with the student, and completion of many components of a postsecondary transition plan for all students with IEPs on or before they turn 16 years of age. Professional competence with the transition process and components of a compliant postsecondary transition plan are important roles for the special education teacher at the postsecondary level.
Allocate at least 2 hours in the field to support this field experience.
Observe and collaborate with a secondary special education teacher who case manages at least one 6-12 grade student with a postsecondary transition plan included in their IEP. Then choose one other professional to collaborate with who is also involved in the student’s transition services (i.e., transition coordinator, stakeholders in industry of student’s professional interests, occupational therapists, college and career service specialist, etc.). These interviews can be done face-to-face or in a live digital environment, such as Zoom.
Review the IEP with the secondary special education teacher, and if possible, an additional service provider that would be collaborating with the student/family in their transition plans. Discuss the purpose of the postsecondary transition plan. Review the current Present Levels of Academic Achievement and Functional Performance (PLAAFP) with the special education teacher and how the information in the PLAAPF aligns with the transition plan. Use the discussion points in the summary below to guide your discussion. If possible, participate in discussing the transition plan with the student and/or parent.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Complete a 500-750 word summary about the components and purpose of transition plans and how the teacher implements aligned activities to meet the postsecondary transition goals. Address the following components:
Describe the age-appropriate transition assessments and how they were used to develop the transition plan.
Describe at least three age-appropriate transition goals and at least one artifact used to measure the successful completion of each goal.
Describe a minimum of two strategies used by the special education teacher to involve the student in their transition planning.
Describe at least one example of how the special education teacher plans to support the goals in the transition plan.
Describe at least one example of how the special education teacher can help the students’ classroom teachers support the goals in the transition plan.
Describe evidence, if any, of collaboration with outside service agencies. What additional service agencies are available for students and families during this transition period? Research with your mentor teacher additional collaboration opportunities and agencies that could support students and families if none are provided.
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