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 [email protected] 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 protected]
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 Connection for Student Skills Development in a Standards-Based World
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 doPrinciples for Transition vs. SBE System
High School Reform: A Contradiction in Terms? Connection for Student Skills Development in a Standards-Based World
(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? education classes
(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? education classes
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.
We have two (2) options learning
-- identify needs
late in game
-- start early
-- “transition education”
Source: Patton, Cronin, & Wood (2007)
So What? learning
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?
Use integrated, relevant unit plans that reflect standards and transition-focused competencies.
Use the content standards to support and guide what you are teaching
Option One: A Curriculum-Based Approach
Applying Standards to Ideas focus:
Curricular Reference: (Social Studies material) Grade Level: Middle grades
©Patton and Bassett, 2004
A Standards-Based Approach
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 focus:(Assumption: Student has IEP needs identified; student has access to general education)