Reflective Transition Questions (example answers)

1. What does "outcome orientation" mean in providing transitional services"?

An outcome orientation to transitional planning means that we look beyond the diploma to focus on the post school outcomes of learners. It is important to identify the goals students have for their futures in all transition areas so that we can provide meaningful educational experiences to help learners achieve these goals. Outcome studies have shown that a high school diploma does not mean success in adult life. We want students with disabilities to achieve the same "quality of life" experienced by persons without disabilities and it is important to start planning early so that we can provide meaningful experiences to help students achieve their goals.

2. How will an "outcome orientation" impact the educational experiences we provide to learners with disabilities? Identify at least three changes you would make in your practices to reflect an outcome orientation.

Why we want everyone to earn a high school diploma, we cannot accept this as our only agenda in providing services to students with disabilities. 1) An "outcome orientation" will require us to look to general education courses for avenues to address identified transition needs. As we identify opportunities to address transition needs within the general education framework, we will be prioritizing graduation requirements as well as addressing transition needs. 2) An "outcome orientation" will require us to evaluate potential post school environments. Students planning to go on to post secondary education need to explore these options to understand the requirements and to identify the institution that provides the needed supports. Students planning to enter the workforce, directly after exit from school, need to evaluate potential work sites via a "job analysis" to be sure they understand the requirements for employment and develop the necessary skills while in school. 3) An "outcome orientation" requires us to be knowledgeable about services provided by other agencies and involve meaningful personnel at appropriate times to facilitate a seamless transition for youth. 4) An "outcome orientation" requires schools to provide career development activities that prepare students in all adult life areas. Educators need to be aware of career development stages as well as career development curriculum.

3. How will we identify the transition related "strengths, needs, preferences and interests" of students with disabilities? When would we start doing this?

Description of "strengths, needs, preferences and interests" is done through conducting comprehensive transition assessment. To be comprehensive, educators need to be familiar with transition assessment instruments in terms of what they assess, how they assess, what types of information is attained as well as their reliability and validity. It is imperative that we utilize well developed instrumentation to assume we are conducting comprehensive and valid assessment. If transition is to be addressed in the IEP process at age 14 (IDEIA 2004 suggests age 16), then we must conduct assessment prior to developing the IEP during this year. Because transition is an "outcome oriented process" we must gather information about the learner's post school goals as well as current skill needs and status of planning issues.

4. Identify at least four activities that represent transitional services as a "coordinated set of activities".

5. Describe the first step you would take in initiating transition services. How would you do this and when would you do it?

As students with disabilities progress through their educational careers, we should always be cognizant of student needs and opportunities to address these needs. Students and families experience many changes or transitions during the school years and we should always be preparing students for these transitions. Transition should not be a new term that students or parents hear for the first time when the student approaches age 14. We should be talking and preparing students and parents in their early years. As we view transition as a K-12 effort, students will be better prepared for planning their transition from school to post school environments. Formally, we must provide transitional services for students at age 14. We must be sure parents understand the transition planning process and involve them in developing the assessment plan. When transition assessment is conducted early, the transition assessment summary is ready to guide the IEP process in the year the student turns 14.

6. Identify two ways the Vocational Rehabilitation Act and the Americans with Disabilities Act (ADA) support students in transition.

The Vocational Rehabilitation Act and the Americans with Disabilities Act both safeguard individuals with disabilities from discrimination. Both acts support disability services for students with disabilities attending post secondary education. The Americans with Disabilities Act also prevents discrimination in the private sector. ADA supports community access for persons with disabilities by denying discriminatory practices and increases the accessibility of persons with disabilities in environments utilized by most people.

7. Identify how you could utilize a Minnesota Workforce Center in community based instruction to address transition needs. What would be your objective for training?

I would be sure that students understand the services provided by the MN Workforce Centers. I would invite the rehabilitation counselor to be a guest speaker. I would take students on a field trip to the nearest Workforce Center so that they could become familiar with the resources and personnel at the center. The objectives for my training would be:

The student will:

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