Optimizing the General Education/Special Education Connection for Student Skills Development in a Standards-Based World Diane S. Bassett, Ph.D. NSTTAC Secondary Transition State Planning Institute May 3, 2007 firstname.lastname@example.org. Summary of Major Changes from IDEA 1997 to IDEA 2004.
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Optimizing the General Education/Special Education Connection for Student Skills Development in a Standards-Based World Diane S. Bassett, Ph.D.NSTTAC Secondary Transition State Planning Institute May 3, email@example.com
Transition is designedto be within a results-
oriented process, that is focused on improving
the academic and functional achievement of the
child with a disability to facilitate the child’s
movement from school to post-school
activities…to prepare [them] for further
education, employment, and independent
Includes a range of domains including academic
Provides coordinated activities
Emphasizes individualized planning process/ self-determination
Ensures procedural safeguards
Offers community-based learning
Provides common content standards for all
Emphasizes academic & basic literacy outcomes
Student performance can be measured with standardized measures
Learning standards will unify understanding of what students should know and do
High School Reform: A Contradiction in Terms?
(Adapted from Noguera, 2004)
Obstacles to Secondary Special Education Program Effectiveness cont.
( Bassett and Kochhar-Bryant, 2006; Jorgensen, 1998; Patton and Trainor, 2002)
More students with disabilities participate in general education classes
(NLTS2, 2003; 2004)
Is Transition Obsolete?
(Tashie &Jorgensen, 1999)
“Transition is not just a program or a project or a set of activities that has a beginning and an end. Rather, it is a vision and a goal for unfolding the fullest potential of each individual and it represents a systematic framework for planning to fulfill that potential.”
(Kochhar-Bryant and Bassett, 2002)
So How do We Maximize Our Teaching?
Hanley-Maxwell et al., 1999
(i.e., knowledge, skills, application of)
of local and cultural relevance
needed to perform everyday activities
in a variety of settings
typically encountered by most individuals.
Students need to know why they are learning what they are learning
We have two (2) options
-- identify needs
late in game
-- start early
-- “transition education”
Source: Patton, Cronin, & Wood (2007)
So who else might use this ________?
So what kinds of job, activities, etc. might
use this ________?
So whenmight you use this _________?
So where might you use this _________?
So how could you use this __________ in a
job, with your friends, etc.?
So why is this important?
Transition and Contextual Learning: The Dynamic Duo
Use integrated, relevant unit plans that reflect standards and transition-focused competencies.
Blending standards, contextual learning, and a transition focus:
One Curricular Option: Link to the Standards!
Use the content standards to support and guide what you are teaching
We have two options for blending curriculum and standards
Option One: A Curriculum-Based Approach
Option #1: Applying Standards to Ideas
Applying Standards to Ideas
Curricular Reference: (Social Studies material) Grade Level: Middle grades
©Patton and Bassett, 2004
A Standards-Based Approach
Option #2: Applying Ideas to the Standard!
Applying Ideas to the Standard
Standard Reference: 3.3 (Life Science) Grade Level: Middle Grades
Benchmark: Comparing and contrasting characteristics of treatments of various types of medical problems
© Patton and Bassett, 2004
Blending Curricula and Standards with a Transition Focus(Assumption: Student has IEP needs identified; student has access to general education)